The deliberate dumbing down of America : a chronological paper trail

I the
deliberate
dumbing
down
of america

Charlotte Thomson Iserbyt

the
deliberate
dumbing

down
of america

A Chronological Paper Trail

by Charlotte Thomson Iserbyt

Conscience
Press

Ravenna, Ohio

Copyright 1999. Conscience Press. All rights reserved.
First printing, September 1999
Second printing, February 2000

Published in 1999.
Printed in the United States of America.
Acid-free paper. Archival quality.

Library of Congress Catalog Card Number: 98-89726
ISBN: 0-9667071-0-9

Conscience Press • P.O. Box 449 • Ravenna, Ohio • 44266-0449

Printed by The Athens Printing Company, Athens, Georgia
Graphic design by Colin Leslie
Cover design by 3-D Research Company
Index compiled by Kari Miller
Cartoons created by Joel Pett, Herald Leader of Lexington, Kentucky

This book is dedicated to my late mother and father, Charlotte and
Clifton Thomson, wonderful parents who devoted much of their

lives to public service, and to my late great aunt, Florence Stanton
Thomson, whose generosity enabled the writer to undertake the
research, writing, and publishing of this book.

It is also dedicated to my husband, Jan, and two sons, Robert and
Samuel, whose tolerance of Mom's activism and frequent absences

from home over a period of thirty years allowed the writer to
pursue her search for the truth. Jan's gourmet cooking lifted our
spirits and kept us all from starving! Without the men's patience,
humor, and moral support, this book could not have been written.

v

IN MEMORIAM

This book is a small tribute to the late Honorable John M. Ashbrook,
17 th Congressional District of Ohio, whose work in Congress during the
1960s and 1970s exposed the treasonous plans which ultimately led to the
internationalization and deliberate dumbing down of American education.

vii

TABLE OF CONTENTS

1 THE SOWING OF THE SEEDS:

late eighteenth and nineteenth centuries

2 THE TURNING OF THE TIDES:
early twentieth century

3 THE TROUBLING THIRTIES

4 THE FOMENTATION
of the forties and fifties

5 THE SICK SIXTIES:
psychology and skills

6 THE SERIOUS SEVENTIES

7 THE "EFFECTIVE" EIGHTIES

8 THE NOXIOUS NINETIES

foreword xi

preface xiii

acknowledgments xxiii

introduction xxv

1

7

17
27

55

93
159
265

afterword 455

resources 461

glossary G-l

appendices A-l

index 1-1

ix

FOREWORD

Charlotte Iserbyt is to be greatly commended for having put together the most formidable
and practical compilation of documentation describing the "deliberate dumbing down" of
American children by their education system. Anyone interested in the truth will be shocked
by the way American social engineers have systematically gone about destroying the intellect
of millions of American children for the purpose of leading the American people into a socialist
world government controlled by behavioral and social scientists.

Mrs. Iserbyt has also documented the gradual transformation of our once academically
successful education system into one devoted to training children to become compliant
human resources to be used by government and industry for their own purposes. This is how
fascist-socialist societies train their children to become servants of their government masters.
The successful implementation of this new philosophy of education will spell the end of the
American dream of individual freedom and opportunity. The government will plan your life
for you, and unless you comply with government restrictions and regulations your ability to
pursue a career of your own choice will be severely limited.

What is so mind boggling is that all of this is being financed by the American people
themselves through their own taxes. In other words, the American people are underwriting
the destruction of their own freedom and way of life by lavishly financing through federal
grants the very social scientists who are undermining our national sovereignty and preparing
our children to become the dumbed-down vassals of the new world order. It reminds one of
how the Nazis charged their victims train fare to their own doom.

One of the interesting insights revealed by these documents is how the social engineers
use a deliberately created education "crisis" to move their agenda forward by offering radical
reforms that are sold to the public as fixing the crisis — which they never do. The new reforms
simply set the stage for the next crisis, which provides the pretext for the next move forward.
This is the dialectical process at work, a process our behavioral engineers have learned to

xi

Foreword

use very effectively. Its success depends on the ability of the "change agents" to continually
deceive the public which tends to believe anything the experts tell them.

And so, our children continue to be at risk in America's schools. They are at risk
academically because of such programs as whole language, mastery learning, direct
instruction, Skinnerian operant conditioning, all of which have created huge learning
problems that inevitably lead to what is commonly known as Attention Deficit Disorder
and the drugging of four million children with the powerful drug Ritalin. Mrs. Iserbyt has
dealt extensively with the root causes of immorality in our society and the role of the public
schools in the teaching of moral relativism (no right/no wrong ethics) . She raises a red flag
regarding the current efforts of left-wing liberals and right-wing conservatives (radical center)
to come up with a new kid on the block — "common ground" character education — which
will, under the microscope, turn out to be the same warmed-over values education
alert parent groups have resisted for over fifty years. This is a perfect example of the
Hegelian Dialectic at work.

The reader will find in this book a plethora of information that will leave no doubt in
the mind of the serious researcher exactly where the American education system is headed.
If we wish to stop this juggernaut toward a socialist-fascist system, then we must restore
educational freedom to America. Americans forget that the present government education
system started as a Prussian import in the 1840's-'50's. It was a system built on Hegel's belief
that the state was "God" walking on earth. The only way to restore educational freedom,
and put education back into the hands of parents where it belongs, is to get the federal
government, with its coercive policies, out of education. The billions of dollars being spent by
the federal government to destroy educational freedom must be halted, and that can only be
done by getting American legislators to understand that the American people want to remain a
free people, in charge of their own lives and the education of their children.

xii

PREFACE

Coexistence on this tightly knit earth should be viewed as an existence not only without
wars. . . but also without [the government] telling us how to live, what to say, what to think,
what to know, and what not to know.

— Aleksandr Solzhenitsyn, from a speech given September 11, 1973 1

Educated men are as much superior to uneducated men as the living are to the dead.

—Aristotle, 384-322 B.C. 2

For over a twenty-five-year period the research used in this chronology has been collected
from many sources: the United States Department of Education; international agencies; state
agencies; the media; concerned educators; parents; legislators, and talented researchers with
whom I have worked. In the process of gathering this information two beliefs that most
Americans hold in common became clear:

1) If a child can read, write and compute at a reasonably proficient level, he will be
able to do just about anything he wishes, enabling him to control his destiny to the
extent that God allows (remain free);

2) Providing such basic educational proficiencies is not and should not be an expensive
proposition.

Since most Americans believe the second premise — that providing basic educational
proficiencies is not and should not be an expensive proposition— it becomes obvious that it
is only a radical agenda, the purpose of which is to change values and attitudes (brainwash),
that is the costly agenda. In other words, brainwashing by our schools and universities is
what is bankrupting our nation and our children's minds.

In 1997 there were 46.4 million public school students. During 1993-1994 (the latest
years the statistics were available) the average per pupil expenditure was $6,330.00 in

xiii

Preface

1996 constant dollars. Multiply the number of students by the per pupil expenditure
(using old-fashioned mathematical procedures) for a total K-12 budget per year of $293.7
billion dollars. If one adds the cost of higher education to this figure, one arrives at a total
budget per year of over half a trillion dollars. 3 The sorry result of such an incredibly large
expenditure — the performance of American students — is discussed in Pursuing Excellence — A
Study of U.S. Twelfth Grade Mathematics and Science Achievement in International Context:
Initial Findings from the Third International Mathematics and Science Study (TIMMS) , a report
from the U.S. Department of Education (NCES 98-049). Pursuing Excellence reads:

Achievement of Students, Key Points: U.S. twelfth graders scored below the international
average and among the lowest of the 21 TIMSS nations in both mathematics and science
general knowledge in the final year of secondary school, (p. 24)

Obviously, something is terribly wrong when a $6,330 per pupil expenditure produces
such pathetic results. This writer has visited private schools which charge $1,000 per year
in tuition which enjoy superior academic results. Parents of home-schooled children spend a
maximum of $1,000 per year and usually have similar excellent results.

There are many talented and respected researchers and activists who have carefully
documented the "weird" activities which have taken place "in the name of education." Any
opposition to change agent activities in local schools has invariably been met with cries of
"Prove your case, document your statements," etc. Documentation, when presented, has
been ignored and called incomplete. The classic response by the education establishment
has been, "You're taking that out of context!" — even when presented with an entire book
which uses their own words to detail exactly what the "resisters" are claiming to be true.
"Resisters" — usually parents — have been called every name in the book. Parents have been
told for over thirty years, "You're the only parent who has ever complained." The media has
been convinced to join in the attack upon common sense views, effectively discrediting the
perspective of well-informed citizens.

The desire by "resisters" to prove their case has been so strong that they have continued
to amass — over a thirty- to fifty-year period — what must surely amount to tons of materials
containing irrefutable proof, in the education change agents' own words, of deliberate,
malicious intent to achieve behavioral changes in students/parents/society which have
nothing to do with commonly understood educational objectives. Upon delivery of such proof,
"resisters" are consistently met with the "shoot the messenger" stonewalling response by
teachers, school boards, superintendents, state and local officials, as well as the supposedly
objective institutions of academia and the press.

This resister's book, or collection of research in book form, was put together primarily
to satisfy my own need to see the various components which led to the dumbing down of
the United States of America assembled in chronological order — in writing. Even I, who had
observed these weird activities taking place at all levels of government, was reluctant to accept
a malicious intent behind each individual, chronological activity or innovation, unless I could
connect it with other, similar activities taking place at other times. This book, which makes
such connections, has provided for me a much-needed sense of closure.

the deliberate dumbing down of america is also a book for my children, grandchildren,
and great-grandchildren. I want them to know that there were thousands of Americans who
may not have died or been shot at in overseas wars, but were shot at in small-town "wars"

xiv

Preface

at school board meetings, at state legislative hearings on education, and, most importantly,
in the media. I want my progeny to know that whatever intellectual and spiritual freedoms
to which they may still lay claim were fought for — are a result of — the courageous work of
incredible people who dared to tell the truth against all odds.

I want them to know that there will always be hope for freedom if they follow in these
people's footsteps; if they cherish the concept of "free will"; if they believe that human
beings are special, not animals, and that they have intellects, souls, and consciences. I
want them to know that if the government schools are allowed to teach children K-12 using
Pavlovian/Skinnerian animal training methods — which provide tangible rewards only for
correct answers — there can be no freedom.

Why? People "trained" — not educated — by such educational techniques will be fearful of
taking principled, sometimes controversial, stands when called for because these people will
have been programmed to speak up only if a positive reward or response is forthcoming. The
price of freedom has often been paid with pain and loneliness.

In 1971 when I returned to the United States after living abroad for 18 years, I was
shocked to find public education had become a warm, fuzzy, soft, mushy, touchy-feely
experience, with its purpose being socialization, not learning. From that time on, from the
vantage point of having two young sons in the public schools, I became involved — as a
member of a philosophy committee for a school, as an elected school board member, as
co-founder of Guardians of Education for Maine (GEM), and finally as a senior policy
advisor in the Office of Educational Research and Improvement (OERI) of the U.S.
Department of Education during President Ronald Reagan's first term of office. OERI was,
and is, the office from which all the controversial national and international educational
restructuring has emanated.

Those ten years (1971-1981) changed my life. As an American who had spent many
years working abroad, I had experienced traveling in and living in socialist countries.
When I returned to the United States I realized that America's transition from a sovereign
constitutional republic to a socialist democracy would not come about through warfare
(bullets and tanks) but through the implementation and installation of the "system" in
all areas of government — federal, state and local. The brainwashing for acceptance of the
"system's" control would take place in the school — through indoctrination and the use of
behavior modification, which comes under so many labels: the most recent labels being
Outcome-Based Education, Skinnerian Mastery Learning or Direct Instruction. 4 In the 1970s
this writer and many others waged the war against values clarification, which was later
renamed "critical thinking," which regardless of the label — and there are bound to be
many more labels on the horizon — is nothing but pure, unadulterated destruction of
absolute values of right and wrong upon which stable and free societies depend and upon
which our nation was founded.

In 1973 I started the long journey into becoming a "resister," placing the first
incriminating piece of paper in my "education" files. That first piece of paper was a purple
ditto sheet entitled "All About Me," next to which was a smiley face. It was an open-ended

questionnaire beginning with: "My name is ." My son brought it home from public

school in fourth grade. The questions were highly personal; so much so that they encouraged
my son to lie, since he didn't want to "spill the beans" about his mother, father and brother.
The purpose of such a questionnaire was to find out the student's state of mind, how he felt,
what he liked and disliked, and what his values were. With this knowledge it would be easier

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Preface

for the government school to modify his values and behavior at will — without, of course, the
student's knowledge or parents' consent.

That was just the beginning. There was more to come: the new social studies textbook
World of Mankind. Published by Follett, this book instructed the teacher how to instill
humanistic (no right/no wrong) values in the K-3 students. At the text's suggestion the
teacher was encouraged to take little tots for walks in town during which he would point
out big and small houses, asking the little tots who they thought lived in the houses: Poor
or Rich? "What do you think they eat in the big house? ...in the little house?" When I
complained about this non-educational activity at a school board meeting I was dismissed
as a censor and the press did its usual hatchet job on me as a misguided parent. A friend of
mine — a very bright gal who had also lived abroad for years — told me that she had overheard
discussion of me at the local co-op. The word was out in town that I was a "kook." That was
not a "positive response/reward" for my taking what I believed to be a principled position.
Since I had not been "trained," I was just mad!

Next stop on the road to becoming a "resister" was to become a member of the school
philosophy committee. Our Harvard-educated, professional change agent superintendent gave
all of the committee members a copy of "The Philosophy of Education" (1975 version) from
the Montgomery County schools in Maryland, hoping to influence whatever recommendations
we would make. (For those who like to eat dessert before soup, read the entry under 1946
concerning Community-Centered Schools: The Blueprint for Education in Montgomery County,
Maryland. This document was in fact the "Blueprint" for the nation's schools.) When asked
to write a paper expressing our views on the goals of education, I wrote that, amongst other
goals, I felt the schools should strive to instill "sound morals and values in the students."
The superintendent and a few teachers on the committee zeroed in on me, asking "What's
the definition of 'sound' and whose values?"

After two failed attempts to get elected to the school board, I finally succeeded in
1976 on the third try. The votes were counted three times, even though I had won by
a very healthy margin!

My experience on the school board taught me that when it comes to modern education,
"the end justifies the means." Our change agent superintendent was more at home with
a lie than he was with the truth. Whatever good I accomplished while on the school
board — stopping the Planning, Programming and Budgeting System (PPBS) now known as
Total Quality Management (TQM) or Generally Accepted Accounting Procedures/Generally
Accepted Federal Funding Reporting (GAAP/GAFFR), getting values clarification banned
by the board, and demanding five (yes, 5!) minutes of grammar per day, etc.— was tossed
out two weeks after I left office.

Another milestone on my journey was an in-service training session entitled "Innovations
in Education." A retired teacher, who understood what was happening in education, paid
for me to attend. This training program developed by Professor Ronald Havelock of the
University of Michigan and funded by the United States Office of Education taught teachers
and administrators how to "sneak in" controversial methods of teaching and "innovative"
programs. These controversial, "innovative" programs included health education, sex
education, drug and alcohol education, death education, critical thinking education, etc. Since
then I have always found it interesting that the controversial school programs are the only
ones that have the word "education" attached to them! I don't recall — until recently — "math
ed.," "reading ed.," "history ed.," or "science ed." A good rule of thumb for teachers, parents

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Preface

and school board members interested in academics and traditional values is to question any
subject that has the word "education" attached to it.

This in-service training literally "blew my mind." I have never recovered from it. The
presenter (change agent) taught us how to "manipulate" the taxpayers/parents into accepting
controversial programs. He explained how to identify the "resisters" in the community and
how to get around their resistance. He instructed us in how to go to the highly respected
members of the community — those with the Chamber of Commerce, Rotary, Junior League,
Little League, YMCA, Historical Society, etc.— to manipulate them into supporting the
controversial/non-academic programs and into bad-mouthing the resisters. Advice was also
given as to how to get the media to support these programs.

I left this training— with my very valuable textbook, The Change Agent's Guide to
Innovations in Education, under my arm— feeling very sick to my stomach and in complete
denial over that in which I had been involved. This was not the nation in which I grew
up; something seriously disturbing had happened between 1953 when I left the United
States and 1971 when I returned.

Orchestrated Consensus

In retrospect, I had just found out that the United States was engaged in war. People
write important books about war: books documenting the battles fought, the names of
the generals involved, the names of those who fired the first shot. This book is simply a
history book about another kind of war:

• one fought using psychological methods;

• a one-hundred-year war;

• a different, more deadly war than any in which our country has ever been involved;

• a war about which the average American hasn't the foggiest idea.

The reason Americans do not understand this war is because it has been fought in
secret — in the schools of our nation, targeting our children who are captive in classrooms. The
wagers of this war are using very sophisticated and effective tools:

• Hegelian Dialectic (common ground, consensus and compromise)

• Gradualism (two steps forward; one step backward)

• Semantic deception (redefining terms to get agreement without understanding) .
The Hegelian Dialectic 5 is a process formulated by the German philosopher Georg

Synthesis
(consensus)

Thesis

xvii

Antithesis

Preface

Wilhelm Friedrich Hegel (1770-1831) and used by Karl Marx in codifying revolutionary
Communism as dialectical materialism. This process can be illustrated as:

The "Thesis" represents either an established practice or point of view which is pitted
against the "Antithesis"— usually a crisis of opposition fabricated or created by change
agents— causing the "Thesis" to compromise itself, incorporating some part of the "Antithesis"
to produce the "Synthesis"— sometimes called consensus. This is the primary tool in the bag
of tricks used by change agents who are trained to direct this process all over the country;
much like the in-service training I received. A good example of this concept was voiced
by T.H. Bell when he was U.S. Secretary of Education: "[We] need to create a crisis to
get consensus in order to bring about change." (The reader might be reminded that it
was under T.H. Bell's direction that the U.S. Department of Education implemented the
changes "suggested" by A Nation at Risk— the alarm that was sounded in the early 1980s
to announce the "crisis" in education.)

Since we have been, as a nation, so relentlessly exposed to this Hegelian dialectical
process (which is essential to the smooth operation of the "system") under the guise
of "reaching consensus" in our involvement in parent-teacher organizations, on school
boards, in legislatures, and even in goal setting in community service organizations and
groups — including our churches — I want to explain clearly how it works in a practical
application. A good example with which most of us can identify involves property taxes for
local schools. Let us consider an example from Michigan —

The internationalist change agents must abolish local control (the "Thesis") in order
to restructure our schools from academics to global workforce training (the "Synthesis").
Funding of education with the property tax allows local control, but it also enables the change
agents and teachers' unions to create higher and higher school budgets paid for with
higher taxes, thus infuriating homeowners. Eventually, property owners accept the change
agents' radical proposal (the "Anti- thesis") to reduce their property taxes by transferring
education funding from the local property tax to the state income tax. Thus, the change
agents accomplish their ultimate goal; the transfer of funding of education from the local
level to the state level. When this transfer occurs it increases state/federal control and
funding, leading to the federal/internationalist goal of implementing global workforce training
through the schools (the "Synthesis"). 6

Regarding the power of "gradualism," remember the story of the frog and how he didn't
save himself because he didn't realize what was happening to him? He was thrown into
cold water which, in turn, was gradually heated up until finally it reached the boiling
point and he was dead. This is how "gradualism" works through a series of "created
crises" which utilize Hegel's dialectical process, leading us to more radical change than
we would ever otherwise accept.

In the instance of "semantic deception" — do you remember your kindly principal telling
you that the new decision-making program would help your child make better decisions?
What good parent wouldn't want his or her child to learn how to make "good" decisions?
Did you know that the decision-making program is the same controversial values clarification
program recently rejected by your school board and against which you may have given
repeated testimony? As I've said before, the wagers of this intellectual social war have
employed very effective weapons to implement their changes.

This war has, in fact, become the war to end all wars. If citizens on this planet can be
brainwashed or robotized, using dumbed-down Pavlovian/Skinnerian education, to accept

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Preface

what those in control want, there will be no more wars. If there are no rights or wrongs,
there will be no one wanting to "right" a "wrong." Robots have no conscience. The only
permissible conscience will be the United Nations or a global conscience. Whether an
action is good or bad will be decided by a "Global Government's Global Conscience," as
recommended by Dr. Brock Chisholm, executive secretary of the World Health Organization,
Interim Commission, in 1947 — and later in 1996 by current United States Secretary of State
Madeline Albright. (See quotes in entry under 1947.)

You may protest, "But, no one has died in this war." Is that the only criteria we have
with which to measure whether war is war? Didn't Aristotle say it well when he said,
"Educated men are as much superior to uneducated men as the living are to the dead"? To
withhold the tools of education can kill a person's spirit just as surely as a bullet his body.
The tragedy is that many Americans have died in other wars to protect the freedoms being
taken away in this one. This war which produces the death of intellect and freedom is
not waged by a foreign enemy but by the silent enemy in the ivory towers, in our own
government, and in tax-exempt foundations — the enemy whose every move I have tried to
document in this book, usually in his/her/its own words.

Ronald Havelock's change agent in-service training prepared me for what I would
find in the U.S. Department of Education when I worked there from 1981-1982. The use of
taxpayers' hard-earned money to fund Havelock's "Change Agent Manual" was only one out
of hundreds of expensive U.S. Department of Education grants each year going everywhere,
even overseas, to further the cause of internationalist "dumbing down" education (behavior
modification) so necessary for the present introduction of global workforce training. I
was relieved of my duties after leaking an important technology grant (computer-assisted
instruction proposal) to the press.

Much of this book contains quotes from government documents detailing the real
purposes of American education:

• to use the schools to change America from a free, individual nation to a socialist,
global "state," just one of many socialist states which will be subservient to the
United Nations Charter, not the United States Constitution

• to brainwash our children, starting at birth, to reject individualism in favor of
collectivism

• to reject high academic standards in favor of OBE/ISO 1400/9000 7 egalitarianism

• to reject truth and absolutes in favor of tolerance, situational ethics and consensus

• to reject American values in favor of internationalist values (globalism)

• to reject freedom to choose one's career in favor of the totalitarian K-12 school-to-
work/OBE process, aptly named "limited learning for lifelong labor," 8 coordinated
through United Nations Educational, Scientific, and Cultural Organization.

Only when all children in public, private and home schools are robotized — and believe
as one — will World Government be acceptable to citizens and able to be implemented without
firing a shot. The attractive-sounding "choice" proposals will enable the globalist elite to
achieve their goal: the robotization (brainwashing) of all Americans in order to gain their
acceptance of lifelong education and workforce training — part of the world management
system to achieve a new global feudalism.

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Preface

The socialist/fascist global workforce training agenda is being implemented as I write
this book. The report to the European Commission entitled Transatlantic Co-operation in
International Education: Projects of the Handswerkskammer Koblenz with Partners in the
United States and in the European Union by Karl-Jurgen Wilbert and Bernard Eckgold
(May 1997) says in part:

In June, 1994, with the support of the Handswerkskamer Koblenz, an American-German
vocational education conference took place... at the University of Texas at Austin. The
vocational education researchers and economic specialists... were in agreement that an
economic and employment policy is necessary where a systematic vocational training is as
equally important as an academic education, as a "career pathway." ...The first practical
steps along these lines, which are also significant from the point of view of the educational
policy, were made with the vocational training of American apprentices in skilled craft
companies, in the area of the Koblenz chamber.

Under section "e) Scientific Assistance for the Projects," one reads:

The international projects ought to be scientifically assisted and analyzed both for the
feedback to the transatlantic dialogue on educational policy, and also for the assessment
and qualitative improvement of the cross-border vocational education projects. As a result
it should be made possible on the German side to set up a connection to other projects
of German- American cooperation in vocational training; e.g., of the federal institute for
vocational training for the project in the U.S. state of Maine. On the USA side an interlinking
with other initiatives for vocational training — for example, through the Center for the Study
of Human Resources at the University of Texas, Austin — would be desirable.

This particular document discusses the history of apprenticeships— especially the
role of medieval guilds — and attempts to make a case for nations which heretofore have
cherished liberal economic ideas — i.e., individual economic freedom — to return to a system
of cooperative economic solutions (the guild system used in the Middle Ages which accepted
very young children from farms and cities and trained them in "necessary" skills). Another
word for this is "serfdom." Had our elected officials at the federal, state, and local levels
read this document, they could never have voted in favor of socialist/fascist legislation
implementing workforce training to meet the needs of the global economy. Unless, of course,
they happen to support such a totalitarian economic system. (This incredible document
was accessed at the following internet address: http://www.kwk-koblenz.de/ausland/trans-
uk.doc )

Just as Barbara Tuchman or another historian would do in writing the history of the
other kinds of wars, I have identified chronologically the major battles, players, dates
and places. I know that researchers and writers with far more talent than I will feel that I
have neglected some key events in this war. I stand guilty on all counts, even before their
well-researched charges are submitted. Yes, much of importance has been left out, due to
space limitations, but the overview of the battlefields and maneuvers will give the reader an
opportunity to glimpse the immensity of this conflict.

In order to win a battle one must know who the "real" enemy is. Otherwise, one is
shooting in the dark and often hitting those not the least bit responsible for the mayhem.
This book, hopefully, identifies the "real" enemy and provides Americans involved in this
war — be they plain, ordinary citizens, elected officials, or traditional teachers — with the

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ammunition to fight to obtain victory.

Endnotes:

1 Noted Soviet dissident, slave labor camp intern, and author of The Gulag Archipelago and numerous other books.

2 The Basic Works of Aristotle, Richard McKeon, Ed., from Familiar Quotations by John Bartlett, 14th ed. (Little, Brown
& Co.: Boston, Toronto, 1968).

3 Statistics taken from The Condition of Education, 1997, published by the National Center for Educational Statistics, U.S.
Department of Education (NCES 97-388). Internet address: http://www.ed/gov/NCES.

4 0BE/ML/DI or outcomes-based education/mastery learning/direct instruction.

5 Dean Gotcher, author of The Dialectic & Praxis: Diaprax and the End of the Ages and other materials dealing with dialectical
consensus building and human relations training, has done some excellent work in this area of research. For more detailed
information on this process, please write to Dean Gotcher of the Institution for Authority Research, 5436 S. Boston PL,
Tulsa, Oklahoma 74105, or call 918-742-3855.

6 See Appendix XXII for an article by Tim Clem which explains this process in much more detail.

7 ISO stands for International Standards of Operation for manufacturing (9000) and human resources (1400), coordinated
through the United Nations Educational, Social and Cultural Organization (UNESCO).

8 "Privatization or Socialization" by C. Weatherly, 1994. Delivered as part of a speech to a group in Minnesota and later pub-
lished in The Christian Conscience magazine (Vol. 1, No. 2: February 1995, pp. 29-30).

xxi

ACKNOWLEDGMENTS

In particular I want to thank a handful of government officials who provided me with
important documents. They must remain anonymous for obvious reasons.

I would also like to mention several incredibly fine Americans who are unfortunately no
longer with us, who provided me with the priceless research and necessary resources to write
this book. They are: Jo-Ann Abrigg, Rexford Daniels, Norman Dodd, Ruth Feld, Mary Larkin,
Judge Robert Morris, Walter Crocker Pew and Mary Royer.

Very special thanks go to the following education researchers and writers with whom
I have worked and who have contributed to and made this book possible (in alphabetical
order) : Mary Adams, Polly Anglin, Marilyn Boyer, Shirley Correll, Peggy and Dennis Cuddy,
Janet Egan, Melanie Fields, Ann Frazier, Betty Freauf, Jeannie Georges, Peggy Grimes,
Rosalind Haley, Karen Hayes, Tracey Hayes, Maureen Heaton, Mary Jo Heiland, Ann Herzer,
Anita Hoge, Betsy Kraus, Jacqueline and Malcolm Lawrence, Mina Legg, Bettye and Kirk
Lewis, Joanne Lisac, Joan Masters, Nancy Maze, Janelle Moon, Opal Moore, Barbara Morris,
LuAnne Robson, Patricia Royall, Elisabeth Russinoff, Cris Shardelman, Debbie Stevens, Rose
Stewart, Elisabeth Trotto, Georgiana Warner, Geri Wenta, and Jil Wilson. Thanks are also
extended to their respective spouses who made their contributions possible.

Obviously, the job of editing this book was monumental! Cynthia Weatherly, who is
one of the nation's finest education researchers and talented writers and with whom I have
worked for twenty years, took my rough manuscript and turned it into a mammoth historical
presentation. Her incredible work on this book represents a true labor of love for this
nation and for our children and grandchildren. I will forever be grateful to Cindi and her
husband, Neal, who extended a gracious welcome to me each time I descended upon them,
including a four-month stay last winter!

In addition, my deepest thanks go to the Leslie family of Conscience Press — Sarah,
Lynn and Colin, and Sarah's parents, Paul and Jean Huling, each of whom contributed in

xxiii

Acknowledgments

his own vital way to the publication of this book in such a professional manner. How this
family published this book and managed at the same time to make three moves in and
out of different houses during this one-year period is beyond belief. There are no words
to express this writer's gratitude for this one family's contribution to the preservation
of liberty for all Americans.

Of course, the book would never have seen the light of day without the very professional
job delivered by Tim and Janet Fields of The Athens Printing Company of Athens, Georgia.
Tim's unbelievable patience with interminable delays was beyond the call of duty.

And last, but not least, thanks to the folks at the reference desk of the University
of Georgia Library, who cheerfully and professionally assisted the writer and editor
with critical documentation, and to Air Tran, whose extremely reasonable airfare from
Boston to Atlanta allowed Cindi and me to collaborate on the most important stages of
this book's production.

Deepest apologies to whomever I have neglected to mention. You will find a special
place in Heaven.

xxiv

INTRODUCTION

In the fall of 1972 a small group of students in an introduction to educational psychology
class at a midwestern university saved every single soul in the lifeboat.

The professor became agitated. "No! Go back and do the exercise again. Follow
the instructions."

The students, products of the radical 1960s culture, expected this to be a small group
assignment in creativity and ingenuity. They had worked out an intricate plan whereby
everyone in the lifeboat could survive. When the professor persisted, the students resisted — and
ultimately refused to do the exercise. Chalk up a victory to the human spirit.

However, it was a short-lived victory. This overloaded "lifeboat in crisis" represented
a dramatic shift in education. The exercise — in which students were compelled to choose
which humans were expendable and, therefore, should be cast off into the water — became
a mainstay in classrooms across the country. Creative solutions? Not allowed. Instructions?
Strictly adhered to. In truth, there is to be only one correct answer to the lifeboat
drama: death.

The narrowing (dumbing down) of intellectual freedom had begun. Lifeboat exercises
epitomize the shift in education from academic education (1880-1960) to values education
(1960-1980). In the deliberate dumbing down of america writer Charlotte Iserbyt chronicles
this shift and the later shift to workforce training "education" (1980-2000). The case is made
that the values education period was critical to the transformation of education. It succeeded
in persuading (brainwashing? duping?) Americans into accepting the belief that values were
transient, flexible and situational — subject to the evolution of human society. Brave new
values were integrated into curricula and instruction. The mind of the average American
became "trained" (conditioned) to accept the idea that education exists solely for the purpose
of getting a good paying job in the global workforce economy.

xxv

Introduction

"Human capital," a term coined by reformers to describe our children, implies that
humans are expendable. This explains why the lifeboat exercise has been used so rampantly,
and why it was so critical to the education reformers' plans. Is it any wonder, then, that
we witnessed the horror of the Littleton, Colorado shootings, and that other violence
in schools across the country is increasing? Death education in the classroom may be
linked to deaths in the classroom. The dumbing down of a nation inevitably leads to
the death of a culture.

The premise of Charlotte Iserbyt's chronological history of the "deliberate dumbing
down" of America is borne out by the author's extensive documentation, gathered from the
education community's own sources. Iserbyt isolates the public policy end of education and
sticks with it from decade to decade, steadfastly documenting the controversial methodology
that has been institutionalized into legislation, public documents and other important
papers setting forth public agenda. By choosing to focus on public policy in the context
of academic theory, Iserbyt fills an important void in anti-reform literature. Her most
important contribution is demonstrating how theory influenced public policy, public
policy influenced theory, and how this ultimately affected practice — how policy and theory
played out in the classroom.

Iserbyt skillfully demonstrates the interconnections between the international, national,
regional, state and local plans for the transformation of American society via education.
Iserbyt connects the evolution of education in the twentieth century to major significant
geopolitical, social and economic events which have influenced education policy. This
attention to detail adds important context to the events chronicled in the book, a dimension
not found in other books critiquing education reform.

For too many years the late Harvard psychologist B.F. Skinner has been virtually ignored
by conservative leaders, who focused their criticism exclusively on pervasive cultural
influences of the humanistic psychologists (Rogers, Maslow, et al.). Skinner was written off
as a Utopian psychologist who represented no threat. Iserbyt's premise, proven well, is that
B.F. Skinner is comfortably alive and well — embedded within modern education methods.
Direct Instruction, Mastery Learning and Outcome-Based Education are irrefutably the
current incarnation of Skinner's 1960s Programmed Instruction — a method of instruction
which linked children to the computer and turned learning into a flow chart of managed
behaviors.

Interwoven throughout the book is the important theme of operant conditioning in
education. Surprisingly, Iserbyt never debates the effectiveness of the method. Entry after
entry in the book substantiates Iserbyt's premise that the method is purposefully used to
create a robotic child — one who cannot make connections, repeat an act, nor recall a
fact unless provided with the necessary stimuli and environment (like a dog who learns
to sit after the immediate receipt of a dog biscuit). Iserbyt reaches the inescapable
conclusion that the method perfectly complements the reformers' agenda for a dumbed-down
global workforce.

Iserbyt so effectively nails down her case that the debate noticeably shifts to the ethics
of implementing such a method on children. The late Christian apologist and theologian,
Dr. Francis Schaeffer, when discussing the evils of B.F. Skinner in his little booklet Back to
Freedom and Dignity (1972), warned: "Within the Skinnerian system there are no ethical
controls; there is no boundary limit to what can be done by the elite in whose hands control
resides." There is intriguing evidence in Iserbyt's book that the "democratic" society of the

xxvi

Introduction

near future will be managed via systematized operant conditioning — a startling proposition
with ramifications which reach far beyond the scope of simple education reform.

Inevitably, questions and controversy will arise after publication of this book. How many
popular computer games, programs, and curricula for children are heavily dependent upon
this method — a method which requires immediate rewards? To what extent have home school
and Christian school leaders, authors, and curriculum companies endorsed and utilized this
method? How many child rearing (training) programs, workbooks and seminars are based
upon these Skinnerian methods? After reading this book parents will no longer be duped into
accepting behaviorist methods — in whatever guise, or by whatever name they come.

Publication of the deliberate dumbing down of america is certain to add fuel to the fire
in this nation's phonics wars. Ever since publication of her first work [Back to Basics Reform
or OBE Skinnerian International Curriculum, 1985), Iserbyt has been trumpeting the fact that
the Skinnerian method applied in the Exemplary Center for Reading Instruction (ECRI) is
the very same method applied in Siegfried Engelmann's DISTAR (Direct Instruction System
for Teaching and Remediation, now known as Reading Mastery) . In her latest work, Iserbyt
provides exhaustive documentation that Direct Instruction (a.k.a. systematic, intensive
phonics) — which is being institutionalized nationally under the guise of "traditional" phonics
thanks to the passage of The Reading Excellence Act of 1998 — relies on the Skinnerian
method to teach reading.

Charlotte Iserbyt is the consummate whistle-blower. The writer describes her own
personal experiences as a school board director and as senior policy advisor in the U.S.
Department of Education's Office of Educational Research and Improvement — from which
emanated most of the dumbing down programs described in this book. There are no sacred
cows in Iserbyt's reporting of the chronological history of education reform. With little
fanfare, the agendas and methods of key reform leaders (conservative and liberal) are allowed
to unmask themselves in their own words and by their own actions. Of particular interest
is Iserbyt's material on the issue of school "choice" — abundant evidence from both sides of
the political spectrum. The reader will learn that private, Christian and home schools are all
neatly tied into the reform web via computer technology, databanking, assessment testing
and, ultimately, the intention to use rewards and penalties to enforce compliance to the
"transformed" system of education in this country.

The careful researcher will appreciate the fact that the book is heavily documented but
user-friendly. Citations are designed for the average reader, not just the academician. The
chronological format of the book allows one to read forward or backward in time, or one
entry at a time, according to personal preference. The accompanying appendices provide a
source of in-depth topical material, which frees up the chronological text from becoming
bogged down in details. The index and glossary are such valuable research tools that they
are worth the price of the book.

Iserbyt does very little hand-holding throughout the book. Commentary is sparse; readers
can make their own connections and insert their own personal experiences. Iserbyt has
strategically laid down key pieces to a giant jigsaw puzzle. The overall picture is purposefully
arranged to portray one point of view. However, readers will be hard-pressed to come up
with an alternative view. Just when it seems that one piece of the puzzle is an isolated,
insignificant event, suddenly one comes across a stunning new entry that puts the pieces
tightly together to form a vivid picture of the overall plan. Try as one might, the reader cannot
escape the consistent, deliberate, 100-year plan to dumb down the populace.

xxvii

Introduction

Amidst all of the policy documents and historical data in the book, one can easily
identify the heart of the writer. Iserbyt gently reminds the reader that the real issue at hand
is the child. It is America's children who are experiencing the full brunt of the new
methods, new curricula and new agendas in the classroom. Many readers will experience
the "light bulb" turning on as they fully come to understand how the innovations which
have occurred in education during the last century affected their parents, themselves,
their children and grandchildren.

Teachers may find the contents of this book particularly enlightening and refreshing.
Iserbyt takes the reader behind the scenes to reveal the true nature of many popular
classroom curricula. The truth will be comforting to those who have utilized certain programs
or methods, and perhaps were troubled by them, but didn't know the full scope or plan
behind them. Iserbyt does not ignore or soft-peddle the ethical issues, but encourages the
reader to take the high moral ground.

The other day a caller phoned into Rush Limbaugh's daily radio talk show. The caller's
wife earns $25,000 per year as a teacher. She has 30 students. Her school district receives $9,000
per year per student. This totals $270,000 per year. "Why isn't my wife being paid more?" he
asked. The caller— and people like him— should be referred to the deliberate dumbing down of
america. In this book they will find the scandalous answer. It has something to do with why
we have a generation of — as Limbaugh describes it — "young skulls full of mush."

Sarah Leslie

xxviii

The human brain should be used for processing, not storage.

—Thomas A. Kelly, Ph.D.
The Effective School Report

1

THE SOWING OF THE SEEDS:
late eighteenth and nineteenth centuries

A he Sowing of the Seeds: late eighteenth and nineteenth centuries" is the short-
est chapter of the deliberate dumbing down of america. Undoubtedly, this chapter may be one of the
most important since the philosophies of Jean- Jacques Rousseau, Wilhelm Wundt, and John Dewey et
al., reflect a total departure from the traditional definition of education like the one given in The New
Century Dictionary of the English Language (Appleton, Century, Crofts: New York, 1927):

The drawing out of a person's innate talents and abilities by imparting the knowledge of
languages, scientific reasoning, history, literature, rhetoric, etc. — the channels through which
those abilities would flourish and serve. 1

A quantum leap was taken from the above definition to the new, dehumanizing definition used by
the experimental psychologists found in An Outline of Educational Psychology (Barnes & Noble: New
York, 1934, rev. ed.) by Rudolph Pintner et al. That truly revolutionary definition claims that

learning is the result of modifiability in the paths of neural conduction. Explanations of
even such forms of learning as abstraction and generalization demand of the neurones only
growth, excitability, conductivity, and modifiability. The mind is the connection-system of
man; and learning is the process of connecting. The situation-response formula is adequate
to cover learning of any sort, and the really influential factors in learning are readiness of
the neurones, sequence in time, belongingness, and satisfying consequences. 2

An in-depth understanding of the deplorable situation found in our nation's schools today is
impossible without an understanding of the redefinition in the above statements. Education in the

1

2 the deliberate dumbing down of america

twenty-first century will, for the majority of youth, be workforce training. Thus, the need for Pavlovian/
Skinnerian methodology based on operant conditioning which, in essence, is at the heart of the above
dehumanizing definition of education. This "sowing of the seeds" through redefinition will reap the
death of traditional, liberal arts education through the advent of mastery learning, outcome-based
education, and direct instruction — all of which will be performance-based and behaviorist.

1762

Emile by Jean- Jacques Rousseau (Chez Jean Neaulme Duchesne: A. Amsterdam [Paris],
1762) was published. Rousseau's "Social Contract" presented in Emile influenced the French
Revolution. In this book Rousseau promoted child-centered "permissive education" in which
a teacher "should avoid strict discipline and tiresome lessons." Both Rousseau (1712-1788)
and Swiss educator Johann Heinrich Pestalozzi (1746-1827) believed that the "whole child"
should be educated by "doing," and that religion should not be a guiding principle in edu-
cation, a theme we shall see repeated over the next 238 years.

1832

WlLHELM WUNDT, FOUNDER OF EXPERIMENTAL PSYCHOLOGY AND THE FORCE BEHIND ITS dissemi-
nation throughout the Western world, was born in 1832 in Neckarau, southern Germany. The
following excerpts concerning Wundt's contribution to modern education are taken from The
Leipzig Connection: The Systematic Destruction of American Education by Paolo Lionni and
Lance J. Klass 3 (Heron Books: Portland, Ore., 1980):

To Wundt, a thing made sense and was worth pursuing if it could be measured,
quantified, and scientifically demonstrated. Seeing no way to do this with the human soul,
he proposed that psychology concern itself solely with experience. As Wundt put it... Karl
Marx injected Hegel's theories with economics and sociology, developing a "philosophy of
dialectical materialism."... (p. 8)

From Wundt's work it was only a short step to the later redefinition of education. Origi-
nally, education meant drawing out of a person's innate talents and abilities by imparting the
knowledge of languages, scientific reasoning, history, literature, rhetoric, etc. — the channels
through which those abilities would flourish and serve. To the experimental psychologist,
however, education became the process of exposing the student to "meaningful" experiences
so as to ensure desired reactions:

[L] earning is the result of modifiability in the paths of neural conduction. Explanations of
even such forms of learning as abstraction and generalization demand of the neurones only
growth, excitability, conductivity, and modifiability. The mind is the connection-system of
man; and learning is the process of connecting. The situation-response formula is adequate
to cover learning of any sort, and the really influential factors in learning are readiness of
the neurones, sequence in time, belongingness, and satisfying consequences. 4

If one assumes (as did Wundt) that there is nothing there to begin with but a body, a
brain, a nervous system, then one must try to educate by inducing sensations in that ner-

The Sowing of the Seeds : c. 1862

3

vous system. Through these experiences, the individual will learn to respond to any given
stimulus, with the "correct" response. The child is not, for example, thought capable of
volitional control over his actions, or of deciding whether he will act or not act in a certain
way; his actions are thought to be preconditioned and beyond his control, he is a stimulus-
response mechanism. According to this thinking, he is his reactions. Wundt's thesis laid
the philosophical basis for the principles of conditioning later developed by Pavlov (who
studied physiology in Leipzig in 1884, five years after Wundt had inaugurated his laboratory
there) and American behavioral psychologists such as Watson and Skinner; for laboratories
and electroconvulsive therapy; for schools oriented more toward socialization of the child
than toward the development of intellect; and for the emergence of a society more and more
blatantly devoted to the gratification of sensory desire at the expense of responsibility and
achievement, (pp. 14-15)

[Ed. Note: The reader should purchase The Leipzig Connection: The Systematic Destruction of
American Education, a slim paperback book which, in this writer's opinion, is the most use-
ful and important book available regarding the method used to change children's behavior/
values and to "dumb down" an entire society. The authors, Lionni and Klass, have made an
outstanding contribution to the history of American education and to the understanding of
why and how America, which up until the 1930s had the finest education system in the world,
ended up with one of the worst education systems in the industrialized world in a short period
of fifty years.

Another commentary on the importance of Wundt's theories comes from Dennis L. Cuddy,
Ph.D., in an excellent article entitled "The Conditioning of America" {The Christian News,
New Haven, Mo., December 11, 1989). 5 An excerpt follows:

The conditioning of modern American society began with John Dewey, a psychologist, a Fabian
Socialist and the "Father of Progressive Education." Dewey used the psychology developed
in Leipzig by Wilhelm Wundt, and believed that through a stimulus-response approach (like
Pavlov) students could be conditioned for a new social order.]

1862

The first experiment with "outcome-based education" (OBE) was conducted in England
in 1862. Teacher opposition resulted in abandonment of the experiment. Don Martin of Uni-
versity of Pittsburgh, George E. Overholt and Wayne J. Urban of Georgia State University
wrote Accountability in American Education: A Critique (Princeton Book Company: Princeton,
N.J., 1976) containing a section entitled "Payment for Results" which chronicles the English
experiment. The following excerpt outlines the experiment:

The call for "sound and cheap" elementary instruction was answered by legislation, passed by
Parliament during 1862, known as The Revised Code. This was the legislation that produced
payment [for] results, the nineteenth century English accountability system.... The opposition
to the English payment- [for] -results system which arose at the time of its introduction was
particularly interesting. Teachers provided the bulk of the resistance, and they based their
objections on both educational and economic grounds.... They abhorred the narrowness and
mechanical character the system imposed on the educational process. They also objected to
the economic burden forced upon them by basing their pay on student performance.

4

the deliberate dumbing down of america

[Ed. Note: "Payment for Results" and Outcome-Based Education are based on teacher ac-
countability and require teaching to the test, the results of which are to be "measured" for
accountability purposes. Both methods of teaching result in a narrow, mechanistic system of
education similar to Mastery Learning. Teachers in the United States in 1999, as were teach-
ers involved in the experiment in England, will be judged and paid according to students'
test scores; i.e., how well the teachers teach to the test. Proponents of Mastery Learning
believe that almost all children can learn if given enough time, adequate resources geared to
the individual learning style of the student, and a curriculum aligned to test items (teach to
the test) . Mastery Learning uses Skinnerian methodology (operant conditioning) in order to
obtain "predictable" results. Benjamin Bloom, the father of Mastery Learning, says that "the
purpose of education is to change the thoughts, actions and feelings of students. " Mastery
Learning (ML) and its fraternal twin Direct Instruction (DI) are key components of Outcome-
Based Education (OBE) and Effective Schools Research (ESR) . The reader is urged to study the
definitions of all these terms, including the behaviorist term section found in the glosssary of
this book prior to reading further. The one common thread running through this book relates
to these terms and their importance in the implementation of workforce training and attitude
and value change.]

1874

Edward Lee Thorndike was born August 31, 1874 in Williamsburg, MASSACHUsetts. Thorn-
dike was trained in the new psychology by the first generation of Wilhelm Wundt's proteges.
He graduated from Wesleyan University in 1895 after having studied with Wundtians Andrew
C. Armstrong and Charles Judd. He went to graduate school at Harvard and studied under
psychologist William James. While at Harvard, Thorndike surprised James by doing research
with chickens, testing their behavior, and pioneering what later became known as "animal
psychology." As briefly stated by Thorndike himself, psychology was the "science of the in-
tellect, character, and behavior of animals, including man." 6 To further excerpt The Leipzig
Connection's excellent treatment of Thorndike's background:

Thorndike applied for a fellowship at Columbia, was accepted by Cattell, and moved with his
two most intelligent chickens to New York, where he continued his research and earned his
Ph.D. in 1893. Thorndike's specialty was the "puzzle box," into which he would put various
animals (chickens, rats, cats) and let them find their way out by themselves. His doctoral
dissertation on cats has become part of the classical literature of psychology. After receiv-
ing his doctorate, he spent a year as a teacher at Western Reserve University, and it wasn't
long before Cattell advised Dean [James Earl] Russell to visit Thorndike's first classroom at
Western Reserve: "Although the Dean found him 'dealing with the investigations of mice and
monkeys,' he came away satisfied that he was worth trying out on humans."

Russell offered Thorndike a job at Teachers College, where the experimenter remained
for the next thirty years. Thorndike was the first psychologist to study animal behavior in
an experimental psychology laboratory and (following Cattell's suggestion) apply the same
techniques to children and youth; as one result, in 1903, he published the book Educational
Psychology. In the following years he published a total of 507 books, monographs, and ar-
ticles.

Thorndike's primary assumption was the same as Wundt's: that man is an animal,
that his actions are actually always reactions, and that he can be studied in the laboratory

The Sowing of the Seeds : c. 1896

5

in much the same way as an animal might be studied. Thorndike equated children with the
rats, monkeys, fish, cats, and chickens upon which he experimented in his laboratory and was
prepared to apply what he found there to learning in the classroom. He extrapolated "laws"
from his research into animal behavior which he then applied to the training of teachers, who
took what they had learned to every corner of the United States and ran their classrooms,
curricula, and schools, on the basis of this new "educational" psychology.

In The Principles of Teaching Based on Psychology (1906), Thorndike proposed making
"the study of teaching scientific and practical." Thorndike's definition of the art of teaching
is

the art of giving and withholding stimuli with the result of producing or preventing certain
responses. In this definition the term stimulus is used widely for any event which influences
a person — for a word spoken to him, a look, a sentence which he reads, the air he breathes,
etc., etc. The term response is used for any reaction made by him — a new thought, a feel-
ing of interest, a bodily act, any mental or bodily condition resulting from the stimulus.
The aim of the teacher is to produce desirable and prevent undesirable changes in human
beings by producing and preventing certain responses. The means at the disposal of the
teacher are the stimuli which can be brought to bear upon the pupil — the teacher's words,
gestures, and appearance, the condition and appliances of the school room, the books
to be used and objects to be seen, and so on through a long list of the things and events
which the teacher can control.

1896

Psychology by John Dewey, the father of "Progressive Education," was published (Uni-
versity of Chicago Press: Chicago, 1896) . This was the first American textbook on the "revised"
subject of education. Psychology would become the most widely-read and quoted textbook
used in schools of education in this country. Just prior to the publication of his landmark book,
Dewey had joined the faculty of the Rockefeller-endowed University of Chicago as head of the
combined departments of philosophy, psychology and pedagogy (teaching). In that same year,
1895, the university allocated $1,000 to establish a laboratory in which Dewey could apply
psychological principles and experimental techniques to the study of learning. The laboratory
opened in January 1896 as the Dewey School, later to become known as The University of
Chicago Laboratory School. 7 Dewey thought of the school as a place

where his theories of education could be put into practice, tested, and scientifically eval-
uated....

. . .Dewey. . . sought to apply the doctrines of experience and experiment to everyday life
and, hence, to education... seeking via this model institution to pave the way for the "schools
of the future. " There he had put into actual practice three of the revolutionary beliefs he had
culled from the new psychology: that to put the child in possession of his fullest talents,
education should be active rather than passive; that to prepare the child for a democratic
society, the school should be social rather than individualist; and that to enable the child to
think creatively, experimentation rather than imitation should be encouraged. 8

Samuel Blumenfeld in his book, The Whole Language/OBE Fraud (Paradigm Co.: Boise,
Idaho, 1996), further explains Dewey's perspective:

6

the deliberate dumbing down of america

What kind of curriculum would fit the school that was a mini-cooperative society? Dewey's
recommendation was indeed radical: build the curriculum not around academic subjects but
around occupational activities which provided maximum opportunities for peer interaction
and socialization. Since the beginning of Western civilization, the school curriculum was cen-
tered around the development of academic skills, the intellectual faculties, and high literacy.
Dewey wanted to change all of that. Why? Because high literacy produced that abominable
form of independent intelligence which was basically, as Dewey believed, anti-social.

Thus, from Dewey's point of view, the school's primary commitment to literacy was
indeed the key to the whole problem. In 1898, Dewey wrote an essay, "The Primary-Edu-
cation Fetish," in which he explained exactly what he meant:

There is... a false education god whose idolators are legion, and whose cult influences the
entire educational system. This is language study — the study not of foreign language, but of
English; not in higher, but in primary education. It is almost an unquestioned assumption,
of educational theory and practice both, that the first three years of a child's school life
shall be mainly taken up with learning to read and write his own language. If we add to
this the learning of a certain amount of numerical combinations, we have the pivot about
which primary education swings.... It does not follow, however, that conditions — social,
industrial and intellectual — have undergone such a radical change, that the time has come
for a thoroughgoing examination of the emphasis put upon linguistic work in elementary
instruction.... The plea for the predominance of learning to read in early school life because
of the great importance attaching to literature seems to me a perversion.

Endnotes:

1 Paolo Lionni and Lance J. Klass. The Leipzig Connection: The Systematic Destruction of American Education (Heron Books:
Portland, Ore., 1980).

2 Ibid.

3 The Leipzig Connection may be obtained by sending a check for $11.45 to: Heron Books, P.O. Box 503, Sheridan, OR, or by
calling 1-503-843-3834.

4 Rudolph Pintner et al. An Outline of Educational Psychology, Revised (Barnes & Noble: New York, 1934), p. 79.

5 Dr. Cuddy's important publications on the history of American education, from which this writer has frequently quoted, can be
obtained by writing: Florida ProFamily Forum, Inc., P.O. Box 1059, Highland City, FL 33846-1059; or by calling 1-914-644-6218.
Cuddy's newly revised edition of Chronology of Education with Quotable Quotes and Secret Records Revealed: The Men, the
Money and the Methods Behind the New World Order should be in the library of every serious education researcher.

6 The Leipzig Connection, pp. 36-39.

7 Ibid.

8 These quotes taken from Ida B. DePencier's book, The History of the Laboratory Schools: The University of Chicago, 1896-1965
(Quadrangle Books: Chicago, 1967) and A History of Teachers College: Columbia University by Lawrence A. Cremin, David A.
Shannon, and Mary Evelyn Townsend (Columbia University Press: New York, 1934), as cited in The Leipzig Connection.

2

THE TURNING OF THE TIDES*:
early twentieth century

For a nation that had been able to point with pride to extraordinary advances in all
areas of endeavor carried out by individuals, with no assistance whatsoever from the government,
the early years of the twentieth century surely reflected a "Turning of the Tides." An alien collectivist
(socialist) philosophy, much of which came from Europe, crashed onto the shores of our nation,
bringing with it radical changes in economics, politics, and education, funded — surprisingly
enough — by several wealthy American families and their tax-exempt foundations.

The goal of these wealthy families and their foundations — a seamless non-competitive global
system for commerce and trade — when stripped of flowery expressions of concern for minorities,
the less fortunate, etc., represented the initial stage of what this author now refers to as the
deliberate dumbing down of america.

Seventy years later, the carefully laid plans to change America from a sovereign, constitutional
republic with a free enterprise economic base to just one of many nations in an international socialist
(collectivist) system (New World Order) are apparent. Only a dumbed down population, with no
memory of America's roots as a prideful nation, could be expected to willingly succumb to the
global workforce training planned by the Carnegie Corporation and the John D. Rockefellers, I
and II, in the early twentieth century which is being implemented by the United States Congress
in the year 1999.

* "The Turning of the Tides" is the title of a report submitted to Congress by Hon. Paul W. Shafer (Mich.) and John Howland
Snow. The original text was delivered in the House of Representatives on March 21, 19S2.

7

8

the deliberate dumbing down of america

1902

The General Education Board (GEB) was incorporated by an act of the United States
Congress. Approved January 12, 1902, the General Education Board was endowed by Mr. John
D. Rockefeller, Sr., for the purpose of establishing an educational laboratory to experiment
with early innovations in education.

1905

In 1905 the Intercollegiate Socialist Society (ISS) was founded in New York City

by Upton Sinclair, Jack London, Clarence Darrow and others. Its permanent headquarters
were established at the Rand School of Social Studies in 1908 and ISS became the League
for Industrial Democracy (LID) in 1921. John Dewey became president of the League for
Industrial Democracy in 1939.

The Carnegie Foundation for the Advancement of Teaching was founded in 1905.

Henry S. Pritchett served as the Foundation's first president. Pritchett was the author of
What Is Religion and Other Student Questions (Houghton Mifflin Company: Boston, 1906),
Relations of Denominations to Colleges (1908), and A Woman's Opportunities in Christian
Industry and Business (1907).

1906

National Education Association (NEA) became a federally chartered association for

teachers in 1906 under the authority of H.R. 10501. Originally founded in 1857, it was known
as the National Teachers Association until 1870.

1908

In 1908 Italian educator, the late Maria Montessori (1870-1952), developed a method
of teaching — relying on guidance and training of senses rather than more rigid control of
children's activities — which would be very influential throughout the rest of the century.
Montessori was a doctor who, after graduating from medical school in Rome, took a position
at a psychiatric clinic and became interested in helping retarded children. Her pedagogical
mentor became Edouard Seguin, a French physician who worked with retarded children
and who promoted the idea that having the children work with concrete objects helped
their physical and mental development.

Montessori opened her first Casa dei Bambini (Montessori school) in Rome in 1907. She
created a classroom climate in which her belief that a child's "individual liberty" would be

The Turning of the Tides : c. 1913

9

violated "if two children want the same material" and are not "left to settle the problem for
themselves" or by forcibly removing a misbehaving child from a group. Montessori, much
like Rudolph Steiner of Germany, taught that each child is already a perfectly developed
adult human being and that through her educational process "the incarnating child" can
find his own place in the cosmos. It should be noted that at one time Benito Mussolini was
president of the Montessori Society of Italy.

The Montessori Method was published in 1912 and much of Montessori's work was
printed by the Theosophical Publishing House. Montessori once lived with the Theosophists
in India and earned the praise of Mahatma Gandhi with her "Cosmic Education" which was
popular with Hindus and Theosophists worldwide. Elizabeth Clare Prophet, the cultic head
of the Church Universal and Triumphant, founded a group called Montessori International,
and Robert Muller, the celebrated author of the New Age World Core Curriculum, in a Costa
Rica speech claimed that the Montessori Method was one of the educational programs which
would greatly benefit global children for the New Age.

In her Education for a New World Montessori wrote that "The world was not created
for us to enjoy, but we are created to evolve the cosmos. " In an issue of the North American
Montessori Teachers Association Journal one finds the following revealing comment:

Maria Montessori, along with many other enlightened thinkers of our time, foresaw nothing
less than the emergence of a new human culture. This new culture, a global, planetized
humanity, would be based on a new consciousness of the unity and interdependence of all
being, the interconnectedness of all forms of energy and matter. It is a culture of the present
paradigm shift, by which we are beginning to align ourselves to educate the human potential
for conscious cooperation with the evolution of life on the planet. 1

1913

John D. Rockefeller, Jr's director of charity for the Rockefeller Foundation, Frederick
T. Gates, set up the Southern Education Board (SEB), which was later incorporated into the
General Education Board (GEB) in 1913, setting in motion "the deliberate dumbing down
of America. " The Country School of Tomorrow: Occasional Papers No. 1 (General Education
Board: New York, 1913) written by Frederick T. Gates contained a section entitled "A Vision
of the Remedy" in which he wrote the following:

Is there aught of remedy for this neglect of rural life? Let us, at least, yield ourselves to the
gratifications of a beautiful dream that there is. In our dream, we have limitless resources,
and the people yield themselves with perfect docility to our molding hand. The present
educational conventions fade from our minds; and, unhampered by tradition, we work our
own good will upon a grateful and responsive rural folk. We shall not try to make these
people or any of their children into philosophers or men of learning or of science. We are
not to raise up from among them authors, orators, poets, or men of letters. We shall not
search for embryo great artists, painters, musicians. Nor will we cherish even the humbler
ambition to raise up from among them lawyers, doctors, preachers, politicians, statesmen,
of whom we now have ample supply.

10

1914

A RESOLUTION WAS PASSED BY THE NORMAL SCHOOL SECTION OF THE NATIONAL EDUCATION

Association at its annual meeting in St. Paul, Minnesota in the year 1914. An excerpt
follows:

We view with alarm the activity of the Carnegie and Rockefeller Foundations — agencies not
in any way responsible to the people — in their efforts to control the policies of our State
educational institutions, to fashion after their conception and to standardize our courses
of study, and to surround the institutions with conditions which menace true academic
freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in
our common schools, normal schools, and universities.

1917

The 1917 Congressional Record of the United States Senate published the FOLlowing
excerpt from a booklet containing articles by Bishop Warren A. Candler, Chancellor of
Emory University in Atlanta:

This board [the General Education Board] was authorized to do almost every conceivable
thing which is anywise related to education, from opening a kitchen to establishing a
university, and its power to connect itself with the work of every sort of educational
plant or enterprise conceivable will be especially observed. This power to project its
influence over other corporations is at once the greatest and most dangerous power
it has. (p. 2831)

The United States entered World War I in 1917.

1918

In the January 13, 1918 issue of New York World William Boyce Thompson, FEDeral
Reserve Bank director and founding member of the Council on Foreign Relations, stated
that

Russia is pointing the way to great and sweeping world changes. It is not in Russia alone
that the old order is passing. There is a lot of the old order in America, and that is going,
too.... I'm glad it is so. When I sat and watched those democratic conclaves in Russia, I felt
I would welcome a similar scene in the United States.

[Ed. Note: M. Maxine Tremaine of Massachusetts, recognized for her careful research related
to international affairs, made the following statements regarding Willian Boyce Thompson
before the National Convention of Women for Constitutional Government in a July 1983
speech entitled "Russia Is the Model Country of International Bankers and Industrialists
Administered by the United Nations Headquarters in Geneva, Switzerland": "William Boyce

The Turning of the Tides : c. 1919

11

Thompson personally contributed $1 million to the Russian Revolution. He also arranged for
the transfer of money from the United States to (the Communist revolutionaries) . "]

Carnegie and Rockefeller foundations planned the demise of traditional academic

education in 1918. Rockefeller's focus would be national education; Carnegie would be
in charge of international education.

1919

The Institute of International Education (HE) was founded in 1919 through a grant
from the Carnegie Endowment for International Peace. The Institute's purpose was to operate
a student exchange program. This process of "exchanges" grew in concept and practice with
the HE administering visitor exchange programs for the U.S. Information Agency (USIA) in the
1990s. The U.S. -Soviet Education Agreements were negotiated by the Carnegie Endowment's
parent organization, the Carnegie Corporation, fostering exchanges of curriculum, pedagogy
and materials as well as students.

The Progressive Education Association (P.E.A.) was founded in 1919 and ORGAnized by
John Dewey, even though he would not become a member in its early years. P.E.A.'s goals
and aims were projected for the last half of this century at a board meeting held November
15-17, 1943 in Chicago, Illinois. Attendees included: Harold Rugg, Marion Carswell, Arthur
Gould, Theodore Brameld, Prudence Bosterick, and Carson Ryan. Speaking of their plans for
the period following World War II, the board published a statement in its journal Progressive
Education (December 1943, Vol. XX, No. 8) which included the following excerpt:

This is a global war, and the peace now in the making will determine what our national
life will be for the next century. It will demonstrate the degree of our national morality. We
are writing now the credo by which our children must live. . . .

Your Board unanimously proposes a broadening of the interests and program of
this Association to include the communities in which our children live. To this end,
they propose additions to the governing body to include representatives of welfare
services, health, industry, labor and the professions. In short, a cross-section body to
give scope to our program....

Yes, something happened around a table in Chicago. An organization which might
have become mellowed with the years to futility, in three short days again drew a blueprint
for children of the world.

[Ed. Note: For what "our national life will be for the rest of this century" and perhaps on into
the next, see the 1946 Mongomery County Blueprint and 1999 Gwinnett Daily entries.]

12

1921

In 1921 the League for Industrial Democracy changed its name from the iNTERCOLlegiate

Socialist Society (ISS) and stated its purpose as: "Education for a new social order based on
production and not for profit" ("A Chronology of Education," Dorothy Dawson, 1978).

Harold Rugg, writer of social studies textbook series entitled The Frontier Thinkers
which was published by the Progressive Education Association, in 1921 became president
of the National Association of Directors of Education Research which would later become
known as the American Educational Research Association.

The Council on Foreign Relations was established in 1921 through the efforts of Col.
Edwin Mandell House, confidant extraordinaire to President Woodrow Wilson and about
whom Wilson said, "Mr. House is my second personality... His thoughts and mine are one."
House was the initiator of the effort to establish this American branch of the English Royal
Institute of International Affairs. Prior to 1921, House's group, "the Inquiry," called the CFR
the "Institute of International Affairs." In 1912 House had authored Philip Dm: Administrator
which promoted "socialism as dreamed of by Karl Marx" about which book Wilson's Secretary
of the Interior Franklin Lane wrote to a personal friend: "All that book has said should be,
comes about. The President comes to Philip Dru in the end."

Walter Lippmann, member of the Fabian Society and Intercollegiate Socialist Society, was
a founding member of the CFR. Whitney Shepardson was a director of the CFR from 1921 until
1966. Shepardson had been an assistant to Col. House in the 1918 peace conference following
World War I and served as secretary of the League of Nations committee. Shepardson later
became a director of the Carnegie Corporation British and Colonies fund. Other early CFR
members included: Charles E. (Chip) Bohlen, first secretary to the American embassy in
Moscow during World War II and President Franklin Roosevelt's interpreter for his meeting
with Josef Stalin at the Teheran conference; Frank Aydelotte, a trustee of the Carnegie
Foundation, president of Swarthmore College, American secretary to the (Cecil) Rhodes
Trustees (of the Rhodes Scholarship Fund), and director of the Institute for Advanced Study
at Princeton; Secretary of War Henry Stimson, who initiated George Bush into "Skull and
Bones" and whose special consultant Bernadotte Schmitt had also been a special advisor
to Alger Hiss when he had served as secretary-general of the United Nations Conference
on International Organization in San Francisco in 1945; and William Paley, founder of the
Columbia Broadcasting System (CBS) whose chief advisor was Edward Bernays, Sigmund
Freud's nephew who wrote Propaganda, in which Bernays reveals:

Those who manipulate the organized habits and opinions of the masses constitute an
invisible government which is the true ruling power of the country.... It remains a fact in
almost every act of our daily lives, whether in the sphere of politics or business, in our
social conduct or our ethical thinking, we are dominated by this relatively small number
of persons.... As civilization has become more complex, and as the need for invisible
government has been increasingly demonstrated, the technical means have been invented
and developed by which opinion may be regimented.

The Turning of the Tides : c. 1922

13

The late Professor Carroll Quigley of Georgetown University described the CFR as "a
front for J.P Morgan and Company in association with the very small American Round Table
Group." Quigley further commented:

The board of the CFR have carried ever since the marks of their origin.... There grew up
in the 20th century a power structure between London and New York which penetrated
deeply into university life, the press, and the practice of foreign policy.... The American
branch of this "English Establishment" exerted much of its influence through five American
newspapers [New York Times, New York Herald Tribune, Christian Science Monitor,
Washington Post, and the late lamented Boston Evening Transcript). 2

Arthur Schlesinger, Jr., penned a tome entitled A Thousand Days in 1965 in which he
wrote that

the New York financial and legal community was the heart of the American establishment. ...
Its front organizations [were] the Rockefeller, Ford and Carnegie foundations and the
Council on Foreign Relations.

1922

On December 15, 1922 the Council on Foreign Relations endorsed world GOVERNment.

1925

The International Bureau of Education, formerly known as the Institute JEAN-Jacques
Rousseau, was established in 1925 with a grant from the Rockefeller Foundation. The
Bureau became part of the United Nations Educational, Scientific and Cultural Organization
(UNESCO).

In 1925 Tennessee vs. John Thomas Scopes, or the Scopes "monkey trial," took place in
Dayton, Tennessee. This trial was an important educational milestone regarding the teaching
of the theory of evolution in public schools. Scopes pitted two famous barristers of the
day — William Jennings Bryan and Clarence Darrow — against each other. The basic argument
of the American Civil Liberties Union (ACLU) and the evolutionists' was that evolutionary
theory should not be censored from the public schools. After this trial, Fabian Socialist
and first head of UNESCO Sir Julian Huxley claimed that humanism's "keynote, the central
concept to which all its details are related, is evolution."

[Ed. Note: Huxley could have continued by predicting that educational and training methods
in the future would be based on the theory of evolution — that man is an animal to be
trained as Pavlov, Thorndike and Skinner trained animals, as with outcome-based education,
mastery learning and direct instruction.]

14

1927

The Christian Science Monitor of August 8, 1927 quoted from an address to the World
Federation of Education Associations (WFEA) at their Toronto, Canada conference delivered
by Dr. Augustus Thomas, commissioner of education for the state of Maine. Excerpts from
Dr. Thomas's revealing address follow:

If there are those who think we are to jump immediately into a new world order,
actuated by complete understanding and brotherly love, they are doomed to disappointment.
If we are ever to approach that time, it will be after patient and persistent effort of long
duration. The present international situation of mistrust and fear can only be corrected by
a formula of equal status, continuously applied, to every phase of international contacts,
until the cobwebs of the old order are brushed out of the minds of the people of all lands.
This means that the world must await a long process of education and a building up
of public conscience and an international morality, or, in other words, until there is a
world-wide sentiment which will back up the modern conception of a world community.
This brings us to the international mind, which is nothing more or less than the habit of
thinking of foreign relations and business affecting the several countries of the civilized
world as free co-operating equals.

1928

A DELIBERATE MATH "DUMB DOWN" WAS SERIOUSLY DISCUSSED IN 1928. A TEACHER NAMED

O.A. Nelson, John Dewey, Edward Thorndike (who conducted early behavioral psychology
experiments with chickens), and other Council on Foreign Relations members attended a
Progressive Education Association meeting in 1928 at which O.A. Nelson was informed that
the purpose of "new math" was to dumb down students. Nelson revealed in a later interview
with Young Parents Alert that the Progressive Education Association was a communist front.
According to the National Educator (July, 1979):

Mr. O.A. Nelson, retired educator, has supplied the vitally important documentation
needed to support the link-up between the textbooks and the Council on Foreign Relations.
His letter was first printed in "Young Parents Alert" (Lake Elmo, Minnesota). His story
is self-explanatory.

I know from personal experience what I am talking about. In December 1928,
I was asked to talk to the American Association for the Advancement of Science. On
December 27th, naive and inexperienced, I agreed. I had done some special work in
teaching functional physics in high school. That was to be my topic. The next day, the
28th, a Dr. Ziegler asked me if I would attend a special educational meeting in his room
after the AAAS meeting. We met from 10 o'clock [p.m.] until after 2:30 a.m.

We were 13 at the meeting. Two things caused Dr. Ziegler, who was Chairman of
the Educational Committee of the Council on Foreign Relations, to ask me to attend...
my talk on the teaching of functional physics in high school, and the fact that I was a
member of a group known as the Progressive Educators of America, which was nothing
but a Communist front. I thought the word "progressive" meant progress for better
schools. Eleven of those attending the meeting were leaders in education. Drs. John
Dewey and Edward Thorndike, from Columbia University, were there, and the others

The Turning of the Tides : c. 1928

15

were of equal rank. I checked later and found that ALL were paid members of the
Communist Party of Russia. I was classified as a member of the Party, but I did not
know it at the time.

The sole work of the group was to destroy our schools! We spent one hour and
forty-five minutes discussing the so-called "Modern Math." At one point I objected
because there was too much memory work, and math is reasoning; not memory. Dr.
Ziegler turned to me and said, "Nelson, wake up! That is what we want... a math that
the pupils cannot apply to life situations when they get out of school!" That math was
not introduced until much later, as those present thought it was too radical a change.
A milder course by Dr. Breckner was substituted but it was also worthless, as far as
understanding math was concerned. The radical change was introduced in 1952. It was
the one we are using now. So, if pupils come out of high school now, not knowing any
math, don't blame them. The results are supposed to be worthless.

[Ed. Note: Mr. Nelson was formerly assistant principal at Wilson High School, Minneapolis,
Minnesota, as well as Johnson High School in St. Paul. This writer was fortunate enough
to verify the above story by calling a teacher colleague of the late Mr. Nelson. Also,
members of the "Young Parents Alert" in Lake Elmo, Minnesota provided the writer with
an audiocasette of the speech he gave at a Young Parents Alert education conference
on April 28, 1979.]

Endnotes:

1 The referenced North American Association for Montessori Teachers Association Journal is published by the North American
Association for Montessori Teachers Association (Cleveland Heights, Ohio, 1988, 4th quarter).

2 Much of the information in the entry concerning the formation of the Council on Foreign Relations, including Prof. Quigley's
quote, is taken from the recently updated edition of Dr. Dennis Laurence Cuddy's Secret Records Revealed: The Men, the Money,
and the Methods Behind the New World Order (Hearthstone Publishing, Ltd.: Oklahoma City, 1999).

3

THE TROUBLING THIRTIES

"A

x\.nd the builder of this new world must be education.... Plainly, the first step
in the case of each country is to train an elite to think, feel, and act internationally." The preceding
words of Paul Mantoux of Paris, France are taken from the foreword to International Understanding
by John Eugene Harley, published by the Stanford University Press in 1931.

A flock of individuals of collectivist persuasion jumped on Monsieur Mantoux's bandwagon
in "The Troubling Thirties." Aldous Huxley brought along his Brave New World; Professor George
Counts contributed his Dare the School Build a New Social Order?; William Z. Foster (national
chairman of the Communist Party of the United States of America) wrote his Toward a Soviet
America; John Dewey co-authored The Humanist Manifesto I; the Carnegie Corporation added its
Conclusions and Recommendations for the Social Studies and its Eight- Year Study (which was in
the 1990s referred to by the Education Commission of the States as the model for Outcome-Based
Education); and surprisingly, Herbert Hoover proposed a Research Committee on Recent Social
Trends to Implement the Planned Society.

The thirties were indeed troubling. Unfortunately, the average American was unaware of the
important steps being taken to collectivize (socialize) this nation, particularly that of utilizing the
schools as the vehicle through which Mantoux's "new world" could be brought into being.

1931

International Understanding by John Eugene Harley (Stanford University Press:

17

18

Stanford, Calif., 1931) was published. Excerpts from the foreword by Paul Mantoux of
Paris, France follows:

And the builder of this new world must be education. Education alone can lay the
foundation on which the building is to rest. On this point a kind of consensus has been
reached by those who trust the future of international cooperation and those who refuse
to believe in it. When the latter go about repeating that to succeed in such a task one
would have to change human nature, they do but exaggerate the acknowledged need for
a gradual and patient reshaping of the public mind.... How can a well-prepared elite be
raised throughout the world to spread its influence over the masses, who can then support
them in their turn?... Here we encounter the real problem, and it is essentially a problem
of education.... During the last decade of the nineteenth century, in England, a group of
men devoted to the study of economic problems endeavored to prepare the public mind
for broad changes which, in their view, must be effected if social peace is to be preserved.
To this end they founded the London School of Economics and Political Science, which
today ranks among the most famous institutions of education. In our day, the problem
has become more far-reaching still. Brutal events have supplied evidence of a truth that
had been slowly gaining ground, namely, the interdependence of nations and the need for
establishing in the world an order and harmony hitherto lacking.

Some [undertakings] have specialized in one branch of knowledge, like the Institute
of Pacific Relations; others cover the whole field of political science, like the Ecole des
Sciences Politiques, the London School of Economics, and the Deutsche Hochschule fur
Politik. Some are debating or research centers, widely differing in character from one
another according as their tendency is scientific rather than political; such are the Royal
Institute of International Affairs, the Council on Foreign Relations, the Social Science
Research Council, and the American Academy of Political and Social Science. . . . the World
Education Association and the International Bureau of Education are endeavoring to
compare education in civilized countries and to bridge differences by a process of mutual
borrowing of methods.... Plainly, the first step in the case of each country is to train an elite
to think, feel, and act internationally.

1932

Brave New World (Doubleday, Dotan: Garden City, N.Y., 1932) by Aldous Huxley,

the renowned English novelist and essayist, was published. In this famous work Huxley
satirized the mechanical world of the future in which technology replaced much of the
everyday activities of humans.

Professor George Counts of Columbia University Teachers College wrote Dare the

School Build a New Social Order? (John Day Company: New York, 1932). He and many other
American educators traveling back and forth to Russia became completely convinced that
the Soviet Communist system was the ultimate system. Counts was deeply involved in, and
a member of, the Carnegie Foundation-financed Commission on the Social Studies which
produced the American Historical Association's Conclusions and Recommendations: Report
of the Commission on the Social Studies in 1934. He was also the author of The American

The Troubling Thirties : c. 1932

19

Road to Culture series (Quinn and Broden, Co., Inc.: Rahway, N.J., 1930-1934) and The
Soviet Challenge to America (John Day Co.: New York, 1931). Excerpts from this entry's major
focus, Counts 's Dare the School Build a New Social Order?, follow:

If property rights are to be diffused in industrial society, natural resources and all
important forms of capital will have to be collectively owned. . . . This clearly means that, if
democracy is to survive in the United States, it must abandon its individualistic affiliations in
the sphere of economics.... Within these limits, as I see it, our democratic tradition must of
necessity evolve and gradually assume an essentially collectivistic pattern.

The important point is that fundamental changes in the economic system are
imperative. Whatever services historic capitalism may have rendered in the past, and they
have been many, its days are numbered. With its dedication [to] the principle of selfishness,
its exaltation of the profit motive, its reliance upon the forces of competition, and its placing
of property above human rights, it will either have to be displaced altogether or changed so
radically in form and spirit that its identity will be completely lost.

Toward a Soviet America (Elgin Enterprises, Inc.: Los Angeles, 1932) by William Z. Foster,
national chairman of the Communist Party of the United States, was published. Foster died in
1961 in Moscow and was given a state funeral in the Kremlin. His book called for

a U.S. Department of Education; implementation of a scientific materialist philosophy;
studies revolutionized, being cleansed of religious, patriotic and other features of the
bourgeois ideology; students taught on the basis of Marxian dialectical materialism,
internationalism and general ethics of a new socialist society; present obsolete methods
of teaching will be superseded by a scientific pedagogy. The whole basis and organization
of capitalist science will be revolutionized. Science will become materialistic, hence truly
scientific. God will be banished from the laboratories as well as from the schools.

[Ed. Note: Everything called for by Foster has taken place. "Scientific pedagogy" is
OBE/mastery learning/direct instruction (Pavlov/Skinner). See the 1973 entry for Foundations
of Behavioral Research, Second Edition, for some of the implications of implementing "a
scientific materialistic philosophy. "]

President Herbert Hoover appointed a research committee on recent social trends to

implement the planned society in 1932. (In 1919 Franklin Roosevelt had told a friend that he
personally would like to see Hoover in the White House.) The Research Committee was not
approved nor funded by Congress; it became an Executive Action and was underwritten
by the Rockefeller Foundation. No report was made to Congress or to the people during
the time it functioned. The work of that committee has been called "a monumental
achievement by the largest community of social scientists ever assembled to assess the
social condition of a nation." 1

The National Education Association created the Educational Policies CoMMission (EPC)
in 1932 for the purpose of changing the Goals for American Education. In 1944 the EPC

20

prepared a volume of extreme importance entitled Education for All American Youth. This
highly promoted document told, in fictional format and as though it were a fait accompli,
how the "Planners" would solve all the problems; not just of youth, but of two imaginary
communities — a village and a city — through involving citizens in cooperation for the goals
of the planners. The following goals are laid out in this book:

• federal programs for health, education and welfare combined in one giant bureau

• Head Start programs

• getting pre-school children into the system

• teacher participation in curriculum decisions

• federal funds without federal control

• youth services through a "poverty program"

• removal of local control of political and educational matters "without seeming
to do so"

• sex education

[Ed. Note: The involvement of "citizens in cooperation for the goals of the planners" is
"participatory democracy," unheard of publicly until twenty years later. 2 ]

The Eight- Year Study was initiated by the Commission on Relation of School and College
of the Progressive Education Association in 1932. Chairman of the Commission and author
of The Story of the Eight-Year Study (Harper & Brothers: New York, 1942) Wilford M. Aikin
chronicled the study's beginnings and purposes. Recounting the proceedings at the 1930
annual meeting of the Progressive Education Association, Aikin wrote:

In the course of... discussion many proposals for improvement of the work of our
secondary schools were made and generally approved. But almost every suggestion was
met with the statement, "Yes, that should be done in our high schools, but it can't be
done without risking students' chances of being admitted to college. If the student doesn't
follow the pattern of subjects and units prescribed by the colleges, he probably will not be
accepted." ...[S]omeone with courage and vision proposed that the Progressive Education
Association should be asked to establish a Commission on the Relation of School and
College to explore possibilities of better co-ordination of school and college work and
to seek an agreement which would provide freedom for secondary schools to attempt
fundamental reconstruction.... All members agreed that secondary education in the
United States needed experimental study and comprehensive re-examination in the
light of fuller knowledge of the learning process and the needs of young people in
our society.... (p. 2)

It has been assumed that physical and emotional reactions are not involved in the
learning process, but if they are, they are not very important. The newer concept of
learning holds that a human being develops through doing those things which have
meaning to him; that the doing involves the whole person in all aspects of his being;
and that growth takes place as each experience leads to greater understanding and more
intelligent reaction to new situations.

Holding this view, the participating schools believed that the school should become
a place in which young people work together at tasks which are clearly related to their
purposes.... The school should stimulate his whole being. It should provide opportunities for

The Troubling Thirties : c. 1933

21

the full exercise of his physical, intellectual, emotional and spiritual powers as he strives to
achieve recognition and a place of usefulness and honor in adult society, (p. 17)

Beginning in 1933 and continuing through 1941, the Eight- Year Study laid the groundwork
for many of the education "reforms" and innovations we are encountering today. Most of
the funding for the study came from the Carnegie Corporation of New York and the General
Education Board. Commission and working committee members of note who participated in
the study are: Wilford Aikin, Bruno Bettelheim, Burton P. Fowler, Frances Knapp, Louis Raths,
Harold Rugg, Ralph Tyler, Hilda Taba, and Goodwin Watson.

Over the eight years of the study five volumes were published: The Story of the Eight-Year
Study by Wilford Aikin; Exploring the Curriculum: The Work of the Thirty Schools from the
Viewpoint of Curriculum Consultants by H.H. Giles, S.R McCutcheon, and A.N. Zechiel;
Appraising and Recording Student Progress: Evaluation Records and Reports in the Thirty
Schools by Eugene R. Smith, Ralph W. Tyler and the evaluation staff; Did They Succeed in
College?: The Follow-up Study of the Graduates of the Thirty Schools by Neal E. Drought and
William E. Scott with preface by Max McConn; and Thirty Schools Tell Their Story: Each
School Writes of Its Participation in the Eight-Year Study.

[Ed. Note: As will be seen in later entries in this book, the Eight-Year Study was foundational
to outcome-based education and proposals to remove the Carnegie Unit. The Carnegie Unit
has traditionally been the measure of participation; a certain number of units — hours in
each class — in various disciplines have been required of the student in order to graduate
or be accepted at a college. The Carnegie Unit measure is representative of the educational
philosophy reflected in most state constitutions— that the state is responsible to provide and
make available educational opportunities to all its citizens. The removal of this unit has been
a central feature of current OBE/ML reform plans which reflect the philosophy that the state
must guarantee that all citizens receive and achieve an educational outcome determined by
the state. A change from "inputs" to "outputs."]

1933

Humanist Manifesto I was originally published in 1933 in the New Humanist (Vol. VI,
#3, 1933: Yellow Springs, Ohio), the main publication of the American Humanist Association.
Co-author John Dewey, the noted philosopher and educator, called for a synthesizing
of all religions and a "socialized and cooperative economic order." The following are
excerpts taken from Secular Humanism and the Schools: The Issue Whose Time Has
Come by Onalee McGraw, Ph.D. (Critical Issues, Series 2, The Heritage Foundation:
Washington, D.C., 1976):

The basis of humanist belief is that there is no Almighty God, the Creator and
Sustainer of life. Humanists believe that man is his own god. They believe that moral
values are relative, devised according to the needs of particular people, and that ethics
are likewise situational.

Humanists reject Judeo-Christian moral and ethical laws, such as those contained
in the Ten Commandments, calling them "dogmatic," "outmoded," "authoritarian," and
a hindrance to human progress. In humanism, self-fulfillment, happiness, love, and

22

justice are found by each man individually, without reference to any divine source. In
the Judeo-Christian ethic, there is and can be no real self-fulfillment, happiness, love,
or justice on earth that can be found which does not ultimately issue from Almighty
God, the Creator and Sustainer.

Several main differences between the humanist ethic and the Judeo-Christian ethic
become clear upon reading the Humanist Manifestos I and II (1933 and 1973) and comparing
them to the tenets of the Judeo-Christian ethic contained in the Old and New Testaments....
At issue is the basic concept concerning the nature of man and the "rules" by which men
govern themselves individually, in society, and in government. In the Judeo-Christian ethic,
man's ultimate deliverance and salvation — his finding a means of living together on this
planet, in peace, harmony, justice, and love — is through God's given "rules."

For the humanist, man's greatness, his coming of age, his total fulfillment is found
when he no longer needs the idea of God. Man gets rid of God, not just to do what he wills
but to regain possession of human greatness.

Is Humanistic Education unconstitutional? Inasmuch as humanistic curriculum
programs and "values clarification" and "moral education" teaching strategies are based
upon materialistic values found only in man's nature itself, they reject the spiritual
and moral tradition of theistic faith and religion. Thus, many parents who subscribe to
Judeo-Christian belief oppose humanistic education in the tax-supported schools on grounds
that such programs promote and advocate the religion of secular humanism in violation of
the First Amendment to the United States Constitution.

The U.S. Supreme Court cited Secular Humanism as a religion in the 1961 case of
Torcaso v. Watkins (367 U.S. 488). Roy Torcaso, the appellant, a practicing Humanist in
Maryland, had refused to declare his belief in Almighty God, as then required by State law
in order for him to be commissioned as a notary public. The Court held that the requirement
for such an oath "invades appellant's freedom of belief and religion." The Court declared
in Torcaso that the "no establishment" clause of the First Amendment reached far
more than churches of theistic faiths, that it is not the business of government or its
agents to probe beliefs, and that therefore its inquiry is concluded by the fact of the
profession of belief.

The Court stated: "We repeat and again reaffirm that neither a State nor the Federal
Government can constitutionally force a person to profess a belief or disbelief in any religion.
Neither can constitutionally pass laws or impose requirements which aid all religions as
against non-believers, and neither can aid those religions based on a belief in the existence
of God as against those religions founded on different beliefs."

The Court has also stated "Among religions in this country which do not teach what
would generally be considered a belief in the existence of God are Buddhism, Taoism,
Ethical Culture, Secular Humanism and others." The Torcaso and Abington cases defined
secular humanism as a religion and prohibited the government from establishing a
religion of secularism by affirmatively opposing hostility to theistic religion, values,
and beliefs. 3

In 1933 Dr. Paul Mort, chairman of the Progressive Education Association's CoMmittee
on the Emergency in Education and one of the foremost authorities in the U.S. on school
finance, wrote an article entitled "National Support for Our Public Schools," which was
published in the December issue of Progressive Education (The Progressive Education
Association: Washington, D.C., 1933). An excerpt follows:

The Troubling Thirties : c. 1934

23

At a time when schools should be particularly alert in helping to meet new conditions
[Depression era], far too many of the individuals equipped to help in meeting these
conditions have been removed from the payrolls, and in a vast number of communities
schools have been reduced to the task of dishing out traditional subject matter.

[Ed. Note: Read this quote at the next school budget meeting when taxpayers are being
manipulated into paying more and more taxes to pay for controversial programs that have
nothing to do with "traditional subject matter." You might point out that children were
compelled to receive a better academic (traditional subject matter) education during the
Depression due to hard times (less money). See the 1946 entry dealing with Community-
Centered Schools: The Blueprint for another quote by Paul Mort regarding how long it
takes to implement "change."]

Dr. George Hartmann, professor of educational psychology at Pennsylvania State

College, wrote "A New Definition of the Educated Man" for the December 1933 issue of
Progressive Education. Hartmann was active in the League for Independent Political Action,
the Farmer- Laborer Political Federation, and the Socialist Party. He was co-author of Readings
in Industrial Psychology (Appleton) and a frequent contributor to psychological journals.
Excerpts from "A New Definition of the Educated Man" follow:

Some may at once protest, "What? Is education to have as one of its symptoms the
acceptance of radical views?" The answer is "Yes," if "radicalism" means any serious
endeavor to alter our social arrangements for the better. We must consciously adopt and
foster the position that it is the prime business of education to remake our institutions
and our traditions — and learn to recognize the possession of this spirit as one of the main
earmarks of the educated man.... The principal obstacle to the acceptance of this outcome is
the persistence of a set of "inert" ideas (to use Whitehead's phrase) which lingers to afflict
our civilization. One of the most subtle and pernicious of these inherited and unexamined
postulates is the view that the aim of education (or life, for that matter) is the development
of the individual's personality as such....

...For good or for ill, we must cease training people for what they are going to do, and
point out instead what they should do. It will probably fall to our generation to resurrect the
word "ought" to its rightful status in the affairs of men — for what else are values if not areas
of experience with an imperious push or pull emanating from them?

There are some purists who will be frightened by the indoctrination which must
inevitably follow if this recommendation is effective.... Such an objection is silly, for
since indoctrination of attitudes occurs anyhow, our sole concern must be to ensure
that the right ones are established....

How any one with the least pretensions to higher education can fail to be thrilled by
the ultimate prospects of a single world government, the abolition of war and poverty, the
enhancement of beauty in daily life, and the enlightened practice of eugenics and euthenics,
is a riddle which can be explained only by a blind, exclusive regard for the immediately
practicable.... What nobler and more enlightened aim for education in this century can
possibly be proposed than that it enlists the enthusiasms of youth for the attainment of
more rational forms of group living.

24

1934

Conclusions and Recommendations for the Social Studies (Chas. Scribner's Sons: New

York, 1934) compiled by the American Historical Association was published. This book was
the result of a project funded to the tune of $340,000 by the Carnegie Corporation of New
York called "Investigation of the Social Studies in the Schools," and was carried out by
the American Historical Association. Professor Harold Laski, a philosopher of British
socialism, said of this report: "At bottom, and stripped of its carefully neutral phrases,
the report is an educational program for a Socialist America." 4 Important excerpts from
Conclusions follow:

[Preface] The Commission is under special obligation to its sponsor, the American
Historical Association. Above all, it recognizes its indebtedness to the Trustees of the
Carnegie Corporation, whose financial aid made possible the whole five-year investigation
of social science instruction in the schools, eventuating in the following Conclusions
and Recommendations.

The Commission could not limit itself to a survey of textbooks, curricula, methods
of instruction, and schemes of examination, but was impelled to consider the condition
and prospects of the American people as a part of Western Civilization merging into
a world order, (p. 1)

Of utmost importance is the following admission of the planners' goals to change our free
enterprise/representative republic:

The Commission was also driven to this broader conception of its task by the obvious
fact that American civilization, in common with Western civilization, is passing through
one of the great critical ages of history, is modifying its traditional faith in economic
individualism, and is embarking upon vast experiments in social planning and control which
call for large-scale cooperation on the part of the people.... (pp. 1-2)

Cumulative evidence supports the conclusion that in the United States as in other
countries, the age of laissez faire in economy and government is closing and a new age
of collectivism is emerging.... (p. 16)

The implications for education are clear and imperative: (a) the efficient functioning
of the emerging economy and the full utilization of its potentialities require profound
changes in the attitudes and outlook of the American people, especially the rising
generation — a complete and frank recognition that the old order is passing, that the new
order is emerging.... (pp. 34-35)

Organized public education in the United States, much more than ever before, is now
compelled, if it is to fulfill its social obligations, to adjust its objectives, its curriculum,
its methods of instruction, and its administrative procedures to the requirements of
the emerging integrated order.

If the school is to justify its maintenance and assume its responsibilities, it must
recognize the new order and proceed to equip the rising generation to cooperate effectively
in the increasingly interdependent society and to live rationally and well within its
limitations and possibilities.... Signed: A.C. Krey, Chairman; Charles A. Beard; Isaiah
Bowman (signed with reservations printed as Appendix C) ; Ada Comstock; George S. Counts;
Avery 0. Craven; Guy Stanton Ford; Carlton J. H. Hayes; Henry Johnson; A.C. Krey; Leon C.
Marshall; Jesse H. Newton; Jesse F. Steiner. (Frank A. Ballou, Edmund E. Day, Ernest Horn,
and Charles E. Merriam declined to sign these Conclusions.) (p. 35)

The Troubling Thirties : c. 1939

25

1939

Mem Kampf by Adolph Hitler (Stackpole Sons Publishers: Germany, 1939) was

published. Excerpts follow:

Academic school training, which today is the be-all and end-all of the State's entire
educational work, can be taken over by the populist state with but slight changes. These
changes are in three fields....

In the first place, the childish brain must in general not be burdened with things
ninety-five per cent of which it does not need, and which it therefore forgets [emphasis in
original] . The curriculum of primary and grammar schools, in particular, is a hybrid affair.
In many of the individual subjects the material to be learned has increased to such an
extent that only a fraction of it sticks in the individual's head, and only a fraction of this
abundance can be used, while on the other hand it is not enough for the purpose of a man
working and his living in a certain field. Take for instance the ordinary civil servant who
has graduated from secondary school or from the upper realschule, when he is thirty-five or
forty; and test the school learning which he once so painfully acquired. How little of all the
stuff that was then drummed into him still remains! One will, indeed, be answered: "Yes,
but the object of the amount that was learned was not simply to put a man in possession
of a great deal of information later, but to train his power of intellectual absorption, and
the thinking power, particularly the power of observation of the brain." This is true in part.
But still there is danger that the youthful brain may be drowned in a flood of impressions
which it is very seldom able to master, and whose individual elements it can neither sift
nor judge according to their greater or less importance; and on top of that, it is usually not
the inessential but the essential which is forgotten and sacrificed. Thus the main object of
learning so much is lost; for after all it cannot consist in making the brain able to learn by
unmeasured piling-up of instruction, but in creating for later life a fund of knowledge which
the individual needs, and which through him once more benefits society...

Summing up: the populist state will have to put general scholastic instruction into a
shortened form, including the very essentials. Outside of that, opportunity must be offered
for thorough, specialized scholarly training. It is enough if the individual person is given a
store of general knowledge in broad outline, receiving a thorough detailed and specialized
training only in the field which will be his in later life.... The shortening of the schedule and
of the number of classes thus attained would be used for the benefit of the development of
the body, the character, of will and resolution....

There should be a sharp distinction between general and specialized knowledge. As
the latter threatens, especially today, to sink more and more into service of Mammon,
general cultivation, at least so far as its more idealistic approach is concerned, must
be preserved as a counter-weight. Here too the principle must be incessantly pounded in that
industry and technology, trade and commerce can flourish only so long as an idealistically-
minded national community provides the necessary conditions. These conditions are
founded not on materialistic egoism, but on self-denying readiness for sacrifice.

[Ed. Note: This author has quoted extensively from Mein Kampf 's chapter on education
in order that the reader may see the similarity between Hitler's views on education and
workforce training and those of American government officials implementing OBE and
school-to-work programs in the 1990s. The above quotations also bear a striking resemblance
to Theodore Sizer's Coalition of Essential Schools' philosophy of "less is more" and to the
1988 Association for Supervision and Curriculum Development's Robert Muller World Core

26

Curriculum in use in Eugene, Oregon and elsewhere.]

World War II began in 1939.

Endnotes:

1 This material has been excerpted from The Impossible Dream by K.M. Heaton (Hart Publications: Bellingham, Wash., 1990).
This important book may be ordered from K.M. Heaton by sending a check for $17.50 to: Hart Publications, 1507 Lincoln
Street, Bellingham, WA. 98226. The Hon. John R. Rarick, former member of Congress, says of Mrs. Heaton's The Impossible
Dream: "This is a dynamic volume of must reading for every American who loves this country and our system of government.
Her in-depth writing arouses an awareness of the greatness this nation has achieved, a fear as to where we are heading, and
of how far we must fall before it will all come to a halt.... There is an obvious, concerted program to irrevocably change our
USA, yet many go on day after day, taking for granted what they didn't earn, and presuming the USA will go on forever. The
change of our system from one of individual rights and freedoms to a one-world collective is taking place right before our
very eyes."

2 Ibid, p. 215.

3 See 1988 entry for Supreme Court Justice Clarence Thomas's ruling on protection in the workplace from "abusive and intru-
sive" training, rendered when Thomas served as chairman of the Equal Employment Opportunity Commission (EEOC).

4 "A New Education for a New America" {The New Republic, July 29, 1936) carried quote by Prof. Harold Laski.

4

THE FOMENTATION
of the forties and fifties

IN^ost Webster's dictionaries define the word "fomentation" as follows: "to stir up
trouble, instigate; incite (as to foment a riot)." The forties and fifties will be remembered for the
radical, un-American activities and views of some Americans and their paid staffs who, having risen
to the highest levels in the tax-exempt foundations and government, were unfortunately accepted by
the man on the street as having the best interests of this nation at heart.

Had these individuals been dressed in dirty, ragged clothes, worn old shoes and funny felt
hats, they would likely have been accused of "fomenting" or instigating trouble — planning the
transformation of our nation from a sovereign, free constitutional republic to only one of many
socialist democracies subservient to an internationalist world government. However, the fact
that many of these gentlemen and their paid staffs were associated with Ivy League colleges,
major industries, and prestigious civic and religious institutions, wore Brooks Brothers suits and
button-down-collared shirts, and many had served with distinction in World War II worked to obscure
the fact that their goals were alien to those of the average Main Street American — for that matter, alien
to the Constitution of the United States of America and its Bill of Rights.

United States membership in the United Nations Educational, Scientific and Cultural Organization
(UNESCO) in 1946 set in motion the destabilization of our society through the rejection of absolute
morals and values, Judeo-Christian tradition, and Roman law. Legislation authorizing United States
membership in UNESCO marked the end of United States autonomy in a very crucial area: that of
education. From this time on UNESCO would dictate education policy to our government and others.

27

28

This legislation was accompanied by President Harry Truman's remarkable statement: "Education
must establish the moral unity of mankind." Truman's recommendation was bolstered by General
Brock Chisholm, a Canadian psychiatrist and friend of Soviet agent Alger Hiss. Chisholm redefined
health to include "mental" health, and presented a paper entitled "The Psychiatry of Enduring
Peace and Social Progress" to the United Nations World Health Organization (WHO) in 1946 which
"reinterpreted" (eradicated) the word "morality." Chisholm asserted that

The reinterpretation and eventually eradication of the concept of right and wrong... these
are the belated objectives of practically all effective psychotherapy.

Brock Chisholm went on to recommend that teachers all over the world be trained in "no
right/no wrong" psychotherapeutic techniques found in the schools today. The use of these techniques
has resulted in (1) a high percentage of the populace (60% if the polls taken during the summer
of 1998 related to the public's approval of President William Jefferson Clinton are to be believed)
responding that lying under oath is not sufficient reason for a president's removal from office, and (2)
incredibly immoral/amoral and violent behavior of American youth.

Has the reader ever seen a more exquisite illustration of the dialectic at work? Create the chaos;
people naturally call for help. The next step is to impose the totalitarian solution. The "New World
Disorder" (chaos) , evident on the nightly news, will ultimately require the same totalitarian control
described so well by George Orwell in his novel 1 984. Orwell said, "If you want a picture of the future,
imagine a boot stamping on the human face — forever... and remember, that is forever."

If one believes, as does this writer, that the well-being of mankind and the stability of this
world and its institutions depend on the rule of law, then the 1940s and 1950s will be remembered as
the commencement of the unraveling of civic order in the United States of America and throughout
the world. The rule of law is usually based on concepts of right and wrong, grounded in some very
widely accepted values that have been laid down since earliest times, and even spelled out in Roman
law. Since the end of World War II, instead of the concept of law nations have been basing their
actions on the United Nations' humanistic (non-absolutist) situational ethics philosophy set forth in
the statements of General Brock Chisholm and President Harry Truman.

In 1948, shortly after General Chisholm made his recommendation to banish the concept of right
and wrong, Professors B.F. Skinner and Alfred C. Kinsey published their books, Walden Two and Sexual
Behavior in the Human Male, respectively. Skinner's novel, Walden Two, recommended — amongst
other radical things — that "children be reared by the state, to be trained from birth to demonstrate
only desirable characteristics and behavior." Kinsey, as a taxonomic scientist, wrested human
sexuality from the constraints of love and marriage in order to advance the grand scheme to move
America and the world toward the eugenic future envisioned by the elite scientists of the "New
Biology," a shift which would affect the legal and medical professions. 1

In 1953 Professor Skinner published Science and Human Behavior in which he said, "Operant
conditioning shapes behavior as a sculptor shapes a lump of clay." 2 Also, in 1953, as if commissioned

The Fomentation

29

by Skinner and Kinsey to come up with a system to facilitate the necessary "changes" in behavior
through operant conditioning and restructuring of the human personality (taxonomizing it),
Professor Benjamin Bloom with the assistance of Professor David Krathwohl completed Taxonomy
of Educational Objectives— a classification of learning behavior encompassing the cognitive, affective
and psychomotor "domains" of learning. 3 Webster's Dictionary defines "taxonomy" as follows: "the
study of the general principles of scientific classification: systematics." It should be noted that
"scientific classification" related to education of a human being involves breaking behavior down
into categories — to be measured and observed — behavior (actions) which can be isolated from the
human personality with its important spiritual dimension.

Bloom said in Taxonomy that "the philosopher, as well as the behavioral scientist must find ways
of determining what changes (values) are desirable and perhaps what changes are necessary." He
stated that for the schools to attempt to change values is a virtual "Pandora's Box," but that

[0]ur "box" must be opened if we are to face reality and take action, and that it is
in this "box" that the most influential controls are to be found. The affective domain
contains the forces that determine the nature of an individual's life and ultimately the
life of an entire people.

Kinsey and Bloom, as scientists, were involved in the breaking down of man (taxonomizing)
into units of behavior which Skinner, as a behaviorist, could identify, measure and change. This
breaking down or "deconstructing of Man" was intended to separate man from his God-given,
freedom-providing identity. This opened the door to the study of methods to control man and society:
enter Skinner, representing the Behaviorist School of the non-science "science" of psychology. Bloom
changed the focus of education from a general, liberal arts education which benefited man as a
whole to a narrow training which would be based on the behavioral psychologists' determination
of what changes in "thoughts, feelings, and actions" would be desirable and, perhaps, necessary
for the benefit of society as a whole.* Bloom's Taxonomy provided the finishing and crucial
touch to the foundation laid by Dewey and others of the bedrock of today's education and
teacher training.

The work of Bloom, Kinsey and Skinner provided the ingredients for future moral chaos with
which we are struggling today at the national and international levels. People Weekly's cover story
for the week of June 23, 1997, "Heartbreaking Crimes: Kids without a Conscience? Rape, murder,
a baby dead at a prom: A look at young lives that seem to have gone very, very wrong," offers
vivid examples of incredibly immoral/amoral and violent behavior. Melissa Drexler, 18 — baby was
found dead at the prom; Daphne Abdela, 15 — accused of a Central Park murder; Jeremy Strohmeyer,
18 — accused of killing a 7-year-old; Corey Arthur, 19 — accused of murdering Jonathan Levin; and
Amy Grossberg, 18 — accused of killing her newborn. In addition, the past few years have provided
Americans with news of tragedy after tragedy involving young people shooting their peers and
teachers at schools across the country in Arkansas, Kentucky, Oregon, Washington state, Georgia,

30

and with the most tragic of all because of the numbers involved, in Littleton, Colorado where
twelve students and one teacher were murdered, two perpetrators committed suicide, and many
others were critically injured.

President Dwight D. Eisenhower signed the first agreements with the Soviet Union in 1958,
including an education agreement — something that would not come as a surprise to those familiar
with the White House-directed plan to merge the United States and the Soviet Union explained to
Norman Dodd in 1953 by Rowan Gaither, president of the Ford Foundation. Similar agreements have
been signed from that time forward. The most important education agreements negotiated between
the Carnegie Corporation and the Soviet Academy of Science, and those signed by Presidents Reagan
and Gorbachev in 1985, remain in effect to this day.

The forties and fifties set all the essential ingredients in place for implementation in the sixties
of a system of education geared to behavior and values change.

1941

Education for Destruction was written by Dr. B.R. Burchett and published by her

in Philadelphia, Pennsylvania in 1941. The promotional flyer for Dr. Burchett's book
read as follows:

Arresting... Disturbing... Exciting

NOW for the First Time— the AMAZING STORY OF COMMUNISTS' INIQUITOUS
CORRUPTION OF AMERICAS SCHOOL CHILDREN

HOW does the small Sovieteer minority control loyal teachers in our schools and
colleges?

HOW are anti-American, anti-religious, anti-Christ textbooks forced upon teachers
and students?

WHY are Washington and Jefferson ridiculed, while Marx and Lenin are canonized
in the schools?

WHY are boys and girls of 13 taught free love, sexual promiscuity, and other degrading
subjects?

WHAT'S GOING ON IN OUR AMERICAN SCHOOLS ANYWAY?

The answers to these and other dismaying questions are all found
in Education for Destruction

[A]n eyewitness account by Dr. B.R. Burchett, former Head of Department of Latin in the
Philadelphia public school system. It is a fearless and devastating expose of Communism
in America's schools, its concealed objectives, hidden motives, serpent-like power, and
its vicious demoralization of children and adolescents. EVERY parent... EVERY educator...
EVERY clergyman should read this book! [emphasis in original]

The Fomentation : c. 1941

31

Dr. Burchett has included, opposite the title page of her book, a photograph of one of the
classrooms in the school in which she taught. Under the photo are the words "No communism
in the public schools?" accompanied by the following comments:

An observer, seeing that the largest poster in sight bears the letters U.S.S.R., might
think that this is a picture of a school room in Russia. It is a picture of a room in a public
school in Philadelphia. Did Superintendent Broome know about this? Did the Board of
Education know about it? The picture is taken from Dr. Broome's Annual Report to the
Board of Education, for the year ended June 30, 1936....

There had been a branch of the Young Communist League meeting in the South
Philadelphia High School. According to the papers Miss Wanger made a great virtue of having
disbanded it. Strangely, there was no "investigation" as to how it came to be meeting here in
the first place, with a regularly assigned room and with a teacher as sponsor.

In spite of the facts presented in Mr. Allen's circular, and in spite of such an
amazing thing as the meeting of the Young Communist League in the school, Dr. Broome,
Superintendent of Schools, according to the Philadelphia Record of May 7, 1936, said: "I
don't propose to investigate any general statement; if she (myself, Burchett) has anything
specific to say I will be glad to hear her and investigate."... Recently, a special committee
was appointed to consider the attacks on the "books of Harold 0. Rugg and others on the
ground of subversive teaching." Dr. Edwin C. Broome was a member of that Committee.
It is not surprising, therefore, that the Rugg books were white-washed in the Committee
report of February 26, 1941.

According to the above quotes, Dr. Edwin Broome, under whom Dr. Burchett worked,
was deeply involved in curriculum changes favorable to indoctrination of the students
in communism. Of special interest is the fact that Dr. Edwin Broome is the same Dr.
Edwin Broome about whom Dorothy Dawson wrote in her article entitled "The Blueprint:
Community-Centered Schools" for the Montgomery County, Maryland Advertiser, April
11, 1973. Mrs. Dawson personally typed the original Blueprint for Montgomery County
Schools for Dr. Broome to present to the board of education in 1946. An additional excerpt
from Mrs. Dawson's article follows:

In 1946 Dr. Edwin W. Broome was Superintendent of Schools.... From the Maryland
Teacher, May 1953: "Dr. Edwin W. Broome announces retirement from Superintendency"
by Mrs. Florence Massey Black, BCC High School. "Edwin W. Broome, the philosopher who
took John Dewey out of his writings and put him to work in the classrooms of Montgomery
County, is being honored upon his retirement this year by various groups in the State
of Maryland and in his own county. He has served thirty-six years as superintendent of
schools and forty-nine years in the county system. Greatly influenced by the late John
Dewey, Edwin W. Broome set to work to show by analogy, specific example, and curriculum
development, how each teacher could bring that philosophy into his work. And so it was
that John Dewey came into the classrooms of Montgomery County."

[Ed. Note: Additionally, the Maryland Teacher did not mention that Dr. Broome had also
served a controversial term as superintendent in the Philadelphia, Pennsylvania public school
system. One might add that John Dewey not only came into the classrooms of Montgomery
County, but also into all the classrooms of the United States, since the Montgomery County
Plan was a pilot for the nation. This writer, when serving on her school's Philosophy
Committee in 1973, had an updated copy of the "Montgomery County Philosophy" given

32

to her by her Harvard-educated, change-agent superintendent. He recommended it as one
philosophy statement to which our committee might wish to refer as we drew up a new
philosophy for our school district. (See Appendix I for further excerpts from the Blueprint
for Montgomery County Schools.)]

1942

In 1942 Time magazine (March 16, 1942) ran an extensive article in its Religion section
dealing with a proposal by Protestant groups in the United States for a plan of action toward
"a just and durable peace" for the years following the end of World War II. Excerpts from
Time's "American Malvern" follow:

These are the high spots of organized U.S. Protestantism's super-protestant new
program for a just and durable peace after World War II:

• Ultimately, "a world government of delegated powers. "

• Complete abandonment of U.S. isolationism.

• Strong immediate limitations on national sovereignty.

• International control of all armies and navies.

• A universal system of money... so planned as to prevent inflation and deflation.

• Worldwide freedom of immigration.

• Progressive elimination of all tariff and quota restrictions on world trade.

• "Autonomy for all subject and colonial peoples" (with much better treatment
for Negroes in the U.S.).

• "No punitive reparations, no humiliating decrees of war guilt, no arbitrary
dismemberment of nations."

• A "democratically controlled" international bank "to make development capital
available in all parts of the world without the predatory and imperialistic aftermath
so characteristic of large-scale private and governmental loans."

This program was adopted last week by 375 appointed representatives of 30-odd
denominations called together at Ohio Wesleyan University by the Federal Council of
Churches. Every local Protestant church in the country will now be urged to get behind
the program. "As Christian citizens," its sponsors affirmed, "we must seek to translate
our beliefs into practical realities and to create a public opinion which will insure that
the United States shall play its full and essential part in the creation of a moral way
of international living."...

The meeting showed its temper early by passing a set of 13 "requisite principles for
peace" submitted by Chairman John Foster Dulles and his inter-church Commission to
Study the Basis of a Just and Durable Peace. These principles, far from putting all the
onus on Germany or Japan, bade the U.S. give thought to the short-sightedness of its own
policies after World War I, declared that the U.S. would have to turn over a new leaf if
the world is to enjoy lasting peace....

Some of the conference's economic opinions were almost as sensational as the
extreme internationalism of its political program. It held that "a new order of economic
life is both imminent and imperative" — a new order that is sure to come either "through

The Fomentation : c. 1943

33

voluntary cooperation within the framework of democracy or through explosive political
revolution." Without condemning the profit motive as such, it denounced various defects
in the profit system for breeding war, demagogues and dictators, "mass unemployment,
widespread dispossession from homes and farms, destitution, lack of opportunity for youth
and of security for old age." Instead, "the church must demand economic arrangements
measured by human welfare... must appeal to the Christian motive of human service as
paramount to personal gain or governmental coercion."

"Collectivism is coming, whether we like it or not," the delegates were told by no
less a churchman than England's Dr. William Paton, co-secretary of the World Council of
Churches, but the conference did not veer as far to the left as its definitely pinko British
counterpart, the now famous Malvern Conference [Time, Jan. 20, 1941). It did, however,
back up Labor's demand for an increasing share in industrial management. It echoed Labor's
shibboleth that the denial of collective bargaining "reduces labor to a commodity." It urged
taxation designed "to the end that our wealth may be more equitably distributed." It urged
experimentation with government and cooperative ownership....

The ultimate goal: "a duly constituted world government of delegated powers: an
international legislative body, an international court with adequate jurisdiction, international
administrative bodies with necessary powers, and adequate international police forces and
provision for enforcing its worldwide economic authority." (pp. 44, 46-47)

1943

The American Federation of Teachers (AFT) published the book America, Russia and

the Communist Party in the Postwar World by John L. Childs and George S. Counts (The John
Day Co., New York). (The reader will recall previous entries in this book relating to George S.
Counts's role in the promotion of collectivism in the early part of this century and a similar
agenda mapped out by the Federal Council of Churches referenced earlier.)

Prior to reading excerpts from this remarkably naive book, the reader is reminded
that it was written after Stalin's mass terror of the 1930s, which included purges, trials,
self-denunciations, disappearances, imprisonments and executions. Excerpts taken from
the book's jacket follow:

This book is the first in a series projected for publication by The Commission on
Education and the Postwar World of the American Federation of Teachers.. . . It demonstrates
beyond all argument that if this war is to be followed by a just and lasting peace, America
and Russia must find a way to get along together. For the United Nations, including America
and Russia, is the only agency that can establish such a peace. Russia's stupendous
achievements, and her vast area, population, and resources, make her a world power
second to none. We are blind if we think we can continue half grateful ally, half suspicious
rival, of Russia. What then, stands in the way of good relations between America and Russia?
It is not differences in social systems and ideologies, for these can [emphasis in original]
exist side by side.... It is a twenty-five year legacy of mutual suspicion, fear, and active
hostility. The removal of this legacy requires concessions on both sides.

The preface states in part:

Among the subjects already chosen (by the Commission) for study are the problems of

34

American youth, education for world-citizenship, and the kind of educational program
required to meet the demands of our technological society.

Excerpts from chapter X, "Bases of Collaboration," are revealing:

6. The United States, on her side, will have to make profound readjustments in her
historical policy with regard to the rest of the world in general and with regard to the
Soviet Union in particular.... The following constitute the bare minima of readjustments
required of our country:

a. She must abandon the notion that she can enjoy security and maintain her
democratic way of life by adhering to her historic policy of no "entangling alliances. "
She cannot have peace if she continues to disregard the fact of world-wide
interdependence — economic, political, military, and cultural, (p. 80)
c. She must enter unreservedly into the partnership of the United Nations....
e. She must revise her estimate of the enduring character of a collectivist state. She
must banish from her mind the naive doctrine, which controlled her relations with
the Soviet Union in the early years of the Russian Revolution, that a collectivist
state, being contrary to the laws of human nature, economics, and morality, must
sooner or later collapse, (p. 81)...

g. She must repudiate her earlier policy toward the Soviet Union. She must convince
the Russian people she will have no part whatsoever in any effort to isolate, to
encircle, and to destroy their collectivist state. . . . She must show by word, deed, and
spirit that she is prepared to collaborate with nations of different traditions, different
ideologies, and different economic and political systems in the organization of the
world for peace and progress.... All of this means that those privileged groups
in our own society which are fearful of any change in our property relations
[free enterprise system] and which were primarily responsible for the shaping
of the earlier policy must not be permitted to determine our postwar relations
with Russia, (p. 82)

h. She must, finally, have a vivid consciousness of the weaknesses in her own
domestic economy. She must realize that, in spite of the very real advances made
in recent years, we have only begun to face the problem of rebuilding the economic
foundations of our democracy. In the process of rebuilding perhaps we may be able
to learn something from the experiences of the Russian people, (p. 83)

1945

In 1945 World War II ended. The preparation of a "Just and Durable Peace" to produce
"a duly constituted world government" began.

United Nations Charter became effective on October 24, 1945. Playing an iMPORtant

role in the creation of the United Nations was the United States Chamber of Commerce. In
1999 when parents find their local Chamber of Commerce deeply involved in the highly
controversial, socialist/fascist, dumbing-down workforce training — necessary for a planned,
global economy — the fact that the U.S. Chamber was a prime mover in establishing the
United Nations should not be forgotten. The following information is excerpted from an

The Fomentation : c. 1945

35

important research paper by Erica Carle entitled "The Chamber of Commerce: Its Power
and Goals" (December, 1983):

Two slogans were popularized in order to gain backing for Chamber leadership:
"World peace through world trade" and "More business in government and less government
in business."

The Chamber sought to commercialize the world under its own direction. To do this it
needed to find ways to affect and bypass operating policies of various states and nations. To
change national policies, and even laws, required popular support and collective action. A
new type of blanket organization was needed, one that could blanket not only governments,
but professions, unions, educational institutions, farms, industries, sciences, religions
and even families. An organization was sought which could bring about the cooperation
and commercialization of all of these. A strong controllable international blanket
organization was needed.

By the 1930's plans for the new blanket organization to serve the Chamber's purposes,
the United Nations, were already well under way. The Chamber had the cooperation of
tax-exempt foundations, some of which, such as the Carnegie Foundation for International
Peace and the Rockefeller Foundation, had been set up early in the century. Large banks
and trusts could see future profits for themselves if they cooperated with the Chamber;
and the cooperation of international corporations was assumed, especially since Thomas
J. Watson was President of the International Chamber of Commerce and a Trustee of the
Carnegie Foundation for International Peace.

World War II aided... efforts to establish a "rational" international commercial
system.... The United Nations organization could be used to gain governments' compliance
with the Chamber's plans for a unified, controlled world economy, and also the cooperation
of various non-Governmental organizations.

The following are some of the measures the Chamber of Commerce has supported
to aid in the transfer of power from individuals and independent governments, groups,
businesses and professions to the Chamber-advocated management system:

1. Creation of the United Nations.

2. Creation of the Organization for Economic Cooperation and Development.

3. Regional Government or "New Federalism."

4. Medicare (Commercialization of medical professions).

5. Postal reorganization.

6. Organized Crime Control Act.

7. Contracting for school services with private industry.

8. Voucher system for education.

9. Management and human relations techniques for handling personnel in industry.

10. Health care planning councils.

11. Prepaid medical practice (HMOs).

12. Federal land use planning.

13. Federally-imposed career education.

14. Equal Rights Amendment.

15. Cross-town busing for desegregation. 5

Indiana University added two new faculty members to its roster in 1945. Dr Burrhus
Frederic (B.F.) Skinner became chairman of the Psychology Department and continued work

36

on his forthcoming book, Walden II. Dr. Hermann J. Muller (future Nobel Prize winner),
zoologist and private advocate of forced sterilization and selective eugenics, arrived in the
Zoology Department to join long-time faculty member Alfred C. Kinsey. A publicly-allied
communist, Muller had authored the book Out of the Night: A Biologist's View of the Future
(The Vanguard Press: New York, 1935), which dealt with selective breeding and the
advocacy of cloning of masses of human "resources." (Thirteen years after Muller's death
in 1967 a sperm bank was established in California in Muller's honor, the Repository
for Germinal Choice, which stores and distributes the sperm of Nobel Prize winners and
others of "exceptional" ability)

1946

"The Psychiatry of Enduring Peace and Social Progress" in The William Alanson White
Memorial Lectures by Major General G.B. [Brock] Chisholm, C.B.E., M.D., Deputy Minister of
Health, Dept. of National Health and Welfare, Canada (Vol. 9, No. 1) was published in 1946.
The book contained a foreword by Abe Fortas, former U.S. secretary of state. The article
"The Psychiatry of Enduring Peace and Social Progress" was re-published in the March 1948
(No. 437) issue of International Conciliation published by the World Health Organization and
Carnegie Endowment for International Peace. This last version included a preface written
by Alger Hiss, former president of the Carnegie Endowment who would later be convicted
of spying for the Soviet Union. It is important also to remember that Dr. David Hamburg,
former president of the Carnegie Corporation of New York who signed the Carnegie
Corporation/Soviet Academy of Science education agreement in 1985, is a psychiatrist.
Excerpts from Brock Chisholm's article follow:

The re-interpretation and eventually eradication of the concept of right and wrong
which has been the basis of child training, the substitution of intelligent and rational
thinking for faith in the certainties of the old people, these are the belated objectives of
practically all effective psychotherapy. Would it not be sensible to stop imposing our local
prejudices and faiths on children and give them all sides of every question so that in their
own time they may have the ability to size things up, and make their own decisions? ...If
the race is to be freed from its crippling burden of good and evil it must be psychiatrists
who take the original responsibility.... The people who matter are the teachers, the
young mothers and fathers, the parent-teacher associations, youth groups, service clubs,
schools and colleges, the churches and Sunday schools — everyone who can be reached and
given help toward intellectual freedom and honesty for themselves and for the children
whose future depends on them....

The battle, if it is to be undertaken, will be long and difficult but the truth will
prevail — whenever enough people want it to. With luck we have perhaps fifteen or twenty
years before the outbreak of the next world war if we remain as we are, twenty years in
which to change the dearest certainties of enough of the human race, twenty years in which
to root out and destroy the oldest and most flourishing parasitical growth in the world, the
tree of the knowledge of good and evil, so that man may learn to preserve his most precious
heritage, his innocence and intellectual freedom, twenty years in which to remove the
necessity for the perverse satisfactions to be found in warfare.

The Fomentation : c. 1946

37

If the reader is inclined to dismiss the above statements by Brock Chisholm as statements
from an individual biased by his psychiatric profession and spoken at a point in time
remote from today, please read the following statement by U.S. Ambassador to the United
Nations Madeline Albright in Atlanta, Georgia, September of 1996, as it appeared in The
Congressional Digest for January 1997:

Setting Global Standards. The United Nations is one instrument that we use to make
this world a little less inhumane, a little less brutal, a little less unfair than it otherwise
would be. This brings us to another important, and basic, function of the United
Nations. And that is its role in creating a global consensus about what is right and
what is wrong, (p. 14)

[Ed. Note: The reader should refer back to the preface of this book, the deliberate dumbing
down of america, for discussion of the need to create robots who do not know right from
wrong and who do not have a conscience — leaving the determination of right and wrong to
the proposed United Nations "Global Conscience."]

C.S. Lewis wrote That Hideous Strength (Copyright by Clive Staples Lewis: Macmillan
Company: New York, 1946). Lewis's uncanny ability to predict accurately how society
would be manipulated into acceptance of totalitarian control was displayed in the following
excerpt taken from a conversation Lewis's fictitious Lord Feverstone had with a young
man named Mark:

[Feverstone] "Man has got to take charge of Man. That means, remember, that some
men have got to take charge of the rest — which is another reason for cashing in on it
as soon as one can. You and I want to be the people who do the taking charge, not the
ones who are taken charge of. Quite. "

"What sort of thing have you in mind?"

"Quite simple and obvious things, at first — sterilization of the unfit, liquidation of
backward races (we don't want any dead weights), selective breeding. Then real education,
including pre-natal education. By real education I mean one that has no 'take-it-or-leave-it'
nonsense. A real education makes the patient what it wants infallibly: whatever he
or his parents try to do about it. Of course, it'll have to be mainly psychological at
first. But we'll get on to biochemical conditioning in the end and direct manipulation
of the brain...."

"But this is stupendous, Feverstone."

"It's the real thing at last. A new type of man: and it's people like you who've
got to begin to make him."

"That's my trouble. Don't think it's false modesty, but I haven't yet seen how
I can contribute. "

"No, but we have. You are what we need: a trained sociologist with a radically realistic
outlook, not afraid of responsibility. Also, a sociologist who can write."
"You don't mean you want me to write up all this? "

"No. We want you to write it down — to camouflage it. Only for the present, of course.
Once the thing gets going we shan't have to bother about the great heart of the British
public. We'll make the great heart what we want it to be." (p. 42)

[Ed. Note: Appendix XXVI contains an example of Brian Rowan's literary fulfillment of

38

Feverstone's request for "a trained sociologist who can write." It is also interesting to note
that William Spady, the "father of OBE," is a sociologist as well. The definition by Feverstone
of "real education" not being "take-it-or-leave-it nonsense" reflects the 1990s outcome-based
education reform call for emphasis on "outputs" rather than on constitutionally supported
"inputs" discussed in chapter 1.]

Community-Centered Schools: The Blueprint for Montgomery County Schools, Maryland,
was proposed by Dr. Nicholaus L. Englehardt and Associates, Consultants, and written by
Dr. Walter D. Cocking of New York City on April 1, 1946. This material was provided by the
late Dorothy Dawson who was secretary to the superintendent of schools of Montgomery
County, Maryland, Dr. Edwin Broome. Mrs. Dawson typed this Blueprint for presentation
to the Montgomery County Board of Education. (See Appendix I.) The Letter of Transmittal
that accompanied The Blueprint said:

Dr. Paul Mort and others have accumulated evidence which shows a period of almost
fifty years between the establishment of need [needs assessment] and the school programs
geared to meet it... if the school as an agency of society is to justify itself for the period
ahead of us, it must be accepted that its fundamental function is to serve the people of the
entire community, the very young children, the children of middle years, early adolescent
youth, older youth and the adults as well.

"Learning and Peace: UNESCO Starts Its Work" by Richard A. Johnson was printed in

the October 1946 (No. 424) issue of International Conciliation published by the Carnegie
Endowment for International Peace. This booklet gives the history of UNESCO (United
Nations Education, Scientific, and Cultural Organization) from the Conference of Allied
Ministers of Education in 1943-45, through legislation authorizing United States membership
in UNESCO (P.L. 565, 79th Congress) approved July 30, 1946. President Harry Truman's
remarkable statement of the same date accompanied this legislation: "[Ejducation must
establish the moral unity of mankind."

The Educational Testing Service (ETS) of Princeton, New Jersey, was funded with an
initial endowment of $750,000 from the Carnegie Corporation in 1946.

[Ed. Note: For further amplification and understanding of the far-reaching implications
of the relationship between Educational Testing Service and the Carnegie Corporation, the
reader should be sure to read: 1964 entry regarding the National Assessment of Educational
Progress (NAEP) which ETS administers; two 1995 entries for articles from The Bismarck
(North Dakota) Tribune dealing with NAEP; and Appendix IV.]

1947

National Training Laboratory (NTL) was established in 1947. The first LABORAtory
session on human relations and group processes was held at Gould Academy in Bethel,

The Fomentation : c. 1948

39

Maine. Founders of the National Training Laboratory had important connections with the
Office of Strategic Services (OSS) — World War II forerunner to the Central Intelligence Agency
(CIA). The NTL would become — with the National Education Association (NEA) — a premiere
agency for human relations training (change agent/brainwashing).

A 1962 book published jointly by NTL and the NEA entitled Five Issues in Training
addressed the process of "unfreezing, changing, and refreezing" attitudes in order to bring
about change by stating the following: "The Chinese communists would remove the target
person from those situations and social relationships which tended to confirm and reinforce
the validity of the old attitudes." (p. 49)

This process is widely used in education, theology, medicine, business, government,
etc., by pressuring individuals to participate in "retreats," removing them from familiar
surroundings to "unfreeze" their attitudes and values. People have been coming from all
over the world to attend these retreats at NTL in Bethel, Maine since its founding. An excerpt
from the 1977 issue of NTL Newsletter follows:

From the New Britain workshop dialogues of the founders emerged the notions of "action
research laboratory" and "change agent" which were terms coined to denote a very vigorous
proactive social change kind of posture, a merging of radical education, deviant behavioral
science, and humanistic democracy.

Higher Education for American Democracy; v. 3, Organizing Higher Education, report
of the President's Commission on Higher Education (U.S. Government Printing Office:
Washington, D.C., 1947) was circulated. It revealed that:

The role which education will play officially must be conditioned essentially by policies
established by the State Department in this country and by ministries of foreign affairs
in other countries. Higher education must play a very important part in carrying out in
this country the program developed by the United Nations Educational, Scientific, and
Cultural Organization and in influencing that program by studies and reports bearing upon
international relations.... The United States Office of Education must be prepared to work
effectively with the State Department and with the UNESCO, (p. 48)

1948

Sexual Behavior in the Human Male by Alfred C. Kinsey with Wardell Pomeroy, Clyde
Martin and Paul Gebhard (WB. Saunders: Philadelphia, PA, 1948) was published. This book
and the controversial "research" it represented became a lightning rod around which much
social turmoil was generated in this country and abroad.

As Judith Reisman, Ph.D., has described in her book, Kinsey: Crimes and Consequences 6
(Institute for Media Education: Arlington, Va., 1998):

Three books written by leading legal, scholarly, and scientific authorities and assisted by
Kinsey, were published in 1948 in tandem with Kinsey's Sexual Behavior in the Human
Male. All three books called for legal implementation of Kinsey's "grand scheme" to loosen,

40

alter and/or overturn America's laws concerning sexual behavior.

Those books were: (1) Sexual Habits of American Men: A Symposium on the Kinsey
Report, edited by Albert Deutsch (Prentice Hall: New York, 1948); (2) American Sexual
Behavior and the Kinsey Report by Morris Ernst and David Loth (W.W. Norton: New York,
1948); and (3) a re-publication of the 1933 book The Ethics of Sexual Acts (Alfred A.
Knoff: New York, 1948) by Rene Guyon, French jurist and pedophile noted for having
coined the phrase in reference to children: "Sex before eight or it's too late." To further
elaborate on the connections of these books and ideas generated by them, Reisman wrote
on page 189 of her book:

Dr. Harry Benjamin, an endocrinologist and international sexologist, and close
friend and correspondent of both Kinsey and Guyon, wrote of their collaboration in his
Introduction to Guyon's 1948 book:

Many... sex activities, illegal and immoral, but widely practiced, are
recorded by both investigators... Guyon speaking as a philosopher, and
Kinsey, judging merely by empirical data... [are] upsetting our most cherished
conventions. Unless we want to close our eyes to the truth or imprison 95% of
our male population, we must completely revise our legal and moral codes.... It
probably comes as a jolt to many, even open-minded people, when they realize
that chastity cannot be a virtue because it is not a natural state.

[Ed. Note: The above extraordinary statement revealed the depth of some very perverse
thinking in the area of human sexuality — thinking which would become institutionalized
to the extent that in 1999 the American Psychological Association (APA) felt comfortable
publishing in its Journal a study suggesting that pedophilia is harmless and even beneficial
if consensual. According to an article in the June 10, 1999 issue of The Washington Times,
entitled "Psychology Group Regrets Publishing Pedophilia Report: Practice Not Always
Harmful, Article Said," the APA was taken by surprise when "its report provoked angry
public reaction, including a House of Representatives resolution condemning it. It followed
up with an abrupt about-face in an apologetic letter to House Majority Whip Tom DeLay"
which expressed regret— not that it supported the idea of acceptable adult-child sex— but
that the article had been published in a public journal.]

To prove the march toward sexual revolution had, indeed, reached the courts, Reisman
further quotes Manfred S. Guttmacher, M.D., author of The Role of Psychiatry and Law
(Charles C. Thomas: Springfield, 111., 1968) and special consultant to the American Law
Institute Model Penal Code Committee:

In 1950 the American Law Institute began the monumental task of writing a Model Penal
Code. I am told that a quarter of a century earlier the Institute had approached the
Rockefeller Foundation for the funds needed to carry out this project, but at that time, Dr.
Alan Gregg, man of great wisdom, counseled the Foundation to wait, that the behavioral
sciences were on the threshold of development to the point at which they could be of great
assistance. Apparently, the Institute concluded that the time has arrived.

The Fomentation : c. 1948

41

Walden Two, a novel by B.F. Skinner (The Macmillan Company: New York, 1948) was

published. Skinner recommended in this novel that children be reared by the state; to be
trained from birth to demonstrate only desirable characteristics and behavior. He also wrote
on page 312 of the paperback edition:

What was needed was a new conception of man, compatible with our scientific knowledge,
which would lead to a philosophy of education bearing some relation to educational
practices. But to achieve this, education would have to abandon the technical limitations
which it had imposed upon itself and step forth into a broader sphere of human engineering.
Nothing short of a complete revision of a culture would suffice.

The late Professor Skinner died before his ideal school described in Walden II would
become somewhat of a reality — a "Model School for the 21st Century." The following excerpts
from Walden Two contain some restructuring terminology and resemble in many ways what
a "restructured" school is supposed to look like in the 1990s:

A much better education would cost less if society were better organized.

We can arrange things more expeditiously here because we don't need to be constantly
re-educating. The ordinary teacher spends a good share of her time changing the cultural
and intellectual habits which the child acquires from its family and surrounding culture. Or
else the teacher duplicates home training, in a complete waste of time. Here we can almost
say that the school is the family, and vice versa, [emphasis in original]

...We don't need "grades." Everyone knows that talents and abilities don't develop
at the same rate in different children. A fourth-grade reader may be a sixth-grade
mathematician. The grade is an administrative device which does violence to the nature of
the developmental process. Here the child advances as rapidly as he likes in any field. No
time is wasted in forcing him to participate in, or be bored by, activities he has outgrown.
And the backward child can be handled more efficiently too.

We also don't require all our children to develop the same abilities or skills. We don't
insist upon a certain set of courses. I don't suppose we have a single child who has had a
"secondary school education," whatever that means. But they've all developed as rapidly as
advisable, and they're well educated in many useful respects. By the same token, we don't
waste time in teaching the unteachable. The fixed education represented by a diploma is a
bit of conspicuous waste which has no place in Walden Two. We don't attach an economic
or honorific value to education. It has its own value or none at all.

Since our children remain happy, energetic, and curious, we don't need to teach
"subjects" at all. We teach only the techniques of learning and thinking. As for geography,
literature, the sciences — we give our children opportunity and guidance, and they learn
them for themselves. In that way we dispense with half the teachers required under the old
system, and the education is incomparably better. Our children aren't neglected, but they're
seldom, if ever, taught anything, [emphasis in original] (pp. 118-120)

In the United States, 1990s teachers are instructed to act as facilitators and guidance
counselors. Computer technology will take care of workforce training and whatever
"education" remains. Wisconsin history teacher Gene Malone wrote a short review of Walden
Two. Some of Malone's excerpts follow:

Walden 1\vo is fiction based on a Utopian community named after Henry David Thoreau's
nature-Utopia, Walden Pond. Burris... telling the story of a planned society appears

42

to be B.F. Skinner speaking. Frazier is the planner/manager/founder of the Utopia....
The Utopia/Walden Two is presented in the United States. Burris and his friends are
given a tour of Walden Two and Castle is unimpressed. Burris, at the end, joins Walden
Two. Quotes follow from pages:

92 — "Community love"

245 — "We not only can control human behavior, we MUST."

219 — "The new order."

189— "Psychologists are our priests."

188 — "Walden Two is not a religious community."

282 — "Their behavior is determined, yet they're free."

286 — "What is love, except another name for the use of positive reinforcement?"
278 — "Let us control the lives of our children and see what we can make of them."
274 — "Behave as you ought!"

186 — "We can make men adequate for group living.... That was our faith."

134 — "Our goal is to have every adult member of Walden Two regard our children as
his own, and to have every child think of every adult as his parent."

135 — "No sensible person will suppose that love or affection has anything to
do with blood."

112 — "Education in Walden Two is part of the life of the community... Our children

begin to work at a very early age. "
108 — "History is honored in Walden Two only as entertainment."
105 — "We are always thinking of the whole group."
160— "We are opposed to competition."
139 — "The community, as a revised family"

Conclusion: This fictional presentation of Skinner's ideal community is much like the
language and laws in use today by the behavioral elite — describing their plans for your
children, your schools, your country. It is behavior management by the unchosen.

During the year of 1948, Dr. Skinner moved his family from Indiana University to
Cambridge, Massachusetts to join the faculty of Harvard University.

During 1948 Alger Hiss, who later would be convicted of spying for the Soviet Union,
wrote the preface to Gen. Brock Chisholm's lecture, "The Psychiatry of Enduring Peace and
Social Progress," which was re-published in International Conciliation (No. 437, March, 1948,
p. 109). Alger Hiss was at that time president of the Carnegie Endowment for International
Peace, the publisher of International Conciliation. The preface to Chisholm's lecture, which
redefined the word "health," follows:

The World Health Organization came into formal existence early in February.
For nearly a year and a half its most urgent functions have been performed by an
Interim Commission.

The new specialized agency carries on one of the most successful parts of the work
of the League of Nations. The Constitution of the World Health Organization, however, has
a far wider basis than that established for the League organization, and embodies in its
provisions the broadest principles in public health service today. Defining health as a "state
of complete physical, mental, and social well-being, and not merely the absence of disease

The Fomentation : c. 1949

43

or infirmity," it includes not only the more conventional fields of activity but also mental
health, housing, nutrition, economic or working conditions, and administrative and
social tech- niques affecting public health. In no other field is international cooperation
more essential and in no other field has it been more effective and political difference
less apparent.

The present issue of International Conciliation reviews the history of the Interim
Commission through its last meeting in February. The first World Health Assembly will
convene in June 1948. A brief introductory article has been prepared by Dr. Brock Chisholm,
Executive Secretary, World Health Organization, Interim Commission. Dr. Chisholm is an
eminent psychiatrist and served during the war as Director-General of Medical Services
of the Canadian Army. The main discussion of the World Health Organization has been
contributed by C.E.A. Winslow, Professor Emeritus of the Yale University and Editor of
the American Journal of Public Health. Dr. Winslow has been a member of the Board of
Scientific Directors of the International Health Division of the Rockefeller Foundation,
Medical Director of the League of the Red Cross Societies, and Expert Assessor of the Health
Committee of the League of Nations.

Alger Hiss, President
New York, New York
February 21, 1948

1949

Basic Principles of Curriculum and Instruction (University of Chicago Press: Chicago,
1949) by Professor Ralph Tyler, chairman of the Department of Education at the University
of Chicago, was published. Tyler stated that:

Since the real purpose of education is not to have the instructor perform certain activities
but to bring about significant changes in the student's pattern of behavior, it becomes
important to recognize that any statement of the objective... should be a statement of
changes to take place in the student.

1950

In 1950 "Man out of a Job: Pasadena Tries too Late to Hold onto Its School

Superintendent" was carried in Life Magazine (December 11, 1950). An excerpt follows:

Last month criticism of [Willard] Goslin took a serious turn. A militant citizens' group
accused him of permitting Communistic influences in the schools — because he continued
already established classes in sex education and favored the elimination of report cards.
Then while Goslin was in New York City on business, the school board sent him a
telegram asking him to resign.

44

1951

"The Greatest Subversive Plot in History: Report to the American People on UNESCO"
from The Congressional Record, Proceedings and Debates of the 82nd Congress, First Session
in 1951 included the extended remarks of Hon. John T. Wood (Idaho) in the U.S. House of
Representatives, Thursday, October 18. Excerpts follow:

Mr. Speaker, I am herewith appending an article published by the American Flag
Committee... bearing the title "A Report to the American People on UNESCO." Just how
careless and unthinking can we be that we permit this band of spies and traitors to exist
another day in this land we all love? Are there no limits to our callousness and neglect of
palpable and evident treason stalking rampant through our land, warping the minds and
imaginations of even our little children, to the lying propaganda and palpable untruths we
allow to be fed to them through this monstrous poison?...

UNESCO's scheme to pervert public education appears in a series of nine volumes,
titled Toward World Understanding which presume to instruct kindergarten and elementary
grade teachers in the fine art of preparing our youngsters for the day when their first
loyalty will be to a world government, of which the United States will form but an
administrative part....

The program is quite specific. The teacher is to begin by eliminating any and all words,
phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort
causing his pupils to feel or express a particular love for, or loyalty to, the United States of
America. Children exhibiting such prejudice as a result of prior home influence — UNESCO
calls it the outgrowth of the narrow family spirit — are to be dealt an abundant measure
of counter propaganda at the earliest possible age. Booklet V, on page 9, advises the
teacher that:

The kindergarten or infant school has a significant part to play in the child's education.
Not only can it correct many of the errors of home training, but it can also prepare
the child for membership, at about the age of seven, in a group of his own age and
habits — the first of many such social identifications that he must achieve on his way
to membership in the world society.

While You Slept: Our Tragedy in Asia and Who Made It by John T. Flynn (The

Devin-Adair Co., New York, 1951) was published. This Cold War treatise on the connections
between the American left-wing elite and Communist organizers concludes with the following
statement and significant quotation which served as an early warning, heralded again
and again throughout this book:

While we arm against Russia, we remain defenseless against the enemies within our
walls. It is they, not Stalin's flyers or soldiers or atomic bombers, who will destroy us. One
of the greatest of all Americans once made a speech on the "Perpetuation of our Political
Institutions." It is these institutions from which we draw our great strength and promise of
survival. It was Abraham Lincoln who said:

Shall we expect a transatlantic military giant to step the ocean and crush us at a
blow? Never! All the armies of Europe, Asia and Africa combined with all the treasure of
the earth (our own excepted) in their military chest, with a Bonaparte for a commander,

The Fomentation : c. 1952

45

could not by force take a drink from the Ohio or make a track on the Blue Ridge in a trail
of a thousand years.... At what point then is the approach of danger to be expected? I
answer: If it [should] ever reach us it must spring up amongst us; it cannot come from
abroad. If destruction be our lot, we must ourselves be its author and finisher. As a nation
of freemen we must live through all times or die by suicide. 7

Impact of Science upon Society by Bertrand Russell (Columbia University Press:

New York, 1951; Simon and Schuster: New York, 1953) was published. What follows
calls to mind the extensive use of behavior modification techniques on students, causing
them to question and reject traditional values, and preparing them to willingly submit
to totalitarian controls:

Education should aim at destroying free will so that after pupils are thus schooled
they will be incapable throughout the rest of their lives of thinking or acting otherwise
than as their school masters would have wished.... Influences of the home are obstructive;
and in order to condition students, verses set to music and repeatedly intoned are very
effective.... It is for a future scientist to make these maxims precise and discover exactly
how much it costs per head to make children believe that snow is black. When the
technique has been perfected, every government that has been in charge of education
for more than one generation will be able to control its subjects securely without the
need of armies or policemen.

1952

Subversive Influence in the Educational Process: Hearings before the SuBCOMmittee to
Investigate the Administration of the Internal Security Act and Other Internal Security Laws of
the Committee on the Judiciary: United States Senate, Eighty-Second Congress, Second Session
on Subversive Influence in the Educational Process was printed for the Committee on the
Judiciary (Printing Office: Washington, D.C., Sept. 9, 10, 23, 24, 25 and October 13, 1952).
Robert Morris was counsel and Benjamin Mandel was director of research for this project.
Excerpts from the testimony of Bella V. Dodd, New York, who was accompanied by her
attorney Godfrey R Schmidt, follow:

Mr. Morris: Dr. Dodd, how recently have you been associated with the Communist

Party?
Mrs. Dodd: June 1949.

Mr. Morris: Do you mean you severed your connection with the Communist Party
at that time?

Mrs. Dodd: They severed their connection with me. I had previously tried to find
my way out of the Communist Party. In 1949 they formally issued a resolution
of expulsion....

Mr. Morris: Dr. Dodd, will you tell us what relationship you bore to the Communist
Party organization while you were the legislative representative for the Teachers'
Union?

Mrs. Dodd: Well, I soon got to know the majority of the people in the top leadership

46

of the Teachers' Union were Communists, or, at least, were influenced by the
Communist organization in the city.

Sen. Homer Ferguson (Mich.): In other words, the steering committee, as I take
your testimony, was used for the purpose of steering the teachers along the line
that communism desired?

Mrs. Dodd: On political questions, yes.... I would say also on certain educational
questions. You take, for instance, the whole question of theory of education,
whether it should be progressive education or whether it should be the more
formal education. The Communist Party as a whole adopted a line of being
for progressive education. And that would be carried on through the steering
committee and into the union. 8

[Ed. Note: Let us look ahead to 1985 to the U.S. -Soviet Education Agreement signed by
Presidents Reagan and Gorbachev, and the Carnegie-Soviet Education Agreement. It was the
same Robert Morris who served as counsel for the Senate Judiciary Committee's investigation
who later, in 1989 as the new president of America's Future, Inc., permitted the publication
of this writer's pamphlet "Soviets in the Classroom: America's Latest Education Fad" — four
years after the agreements were signed. At that time, Mr. Morris — as politically knowledgeable
and astute a person as one could hope to meet— was completely unaware of the agreements!
The major conservative organizations and media had refused to publicize these treasonous
agreements, with the exception of two well-known organizations which gave them "once
over lightly" treatment.]

Cooperative Procedures in Learning (Columbia University Press: New York, 1952)

by Alice Miel, professor of education at Teachers College of Columbia University, and
associates at the Bureau of Publications at Teachers College of Columbia University was
published. Excerpts follow:

[Foreword] As is true of most of the publications of the Horace Mann-Lincoln Institute
of School Experimentation, Cooperative Procedures in Learning represents the work of many
people and emphasizes the experimental approach to curriculum improvement.

Having just completed a unit in social studies, we spent today's class period planning
the procedure for a new unit. I started the discussion by pointing out the three methods by
which we had studied other units: (1) individual project work, (2) group project work, (3)
textbook work. I asked the class to consider these three methods and then to decide which
they preferred, or suggest another method for studying our coming work.

It was here that I noticed that most of those who seemed in favor of group projects
were students who were well developed socially and had worked well with others in the
past, whereas those favoring individual projects were almost entirely the A students who
obviously knew they were capable of doing good work on their own and would receive
more recognition for it through individual work.

[Ed. Note: The collectivist philosophy that the group is more important than the individual got
off the ground in education in the 1950s as a result of the experimental research of educators
conducting work similar to that of Alice Miel. By the 1990s egalitarian dumbing-down,
outcome-based education— with its cooperative learning, mastery learning, group grades,
total quality management, etc.— is the accepted method in the schools of education

The Fomentation : c. 1953

47

and in the classroom.]

In 1952 "Modern Math" was introduced to dumb down math students so that they

couldn't apply the math concepts to "real life situations when they get out of schools,"
according to a "Dr. Ziegler" who served as chairman of the Education Committee of the
Council on Foreign Relations in 1928. (Refer to 1928 entry concerning O.A. Nelson, math
teacher, for background of this entry.)

1953

Norman Dodd, a Yale graduate, intellectual and New York City investment banker,

was chosen to be the research director for the Reece Committee of the U.S. House of
Representatives in 1953. The Reece Committee was named for its creator, Rep. Carroll Reece
of Tennessee, and was formed to investigate the status of tax-exempt foundations. Dodd sent
committee questionnaires to numerous foundations, and as a result of one such request,
Joseph E. Johnson, president of the Carnegie Endowment for International Peace, invited
Dodd to send a committee staffer to Carnegie headquarters in New York City to examine the
minutes of the meetings of the foundation's trustees. These minutes had long since been
stored away in a warehouse. Obviously, Johnson, who was a close friend of former Carnegie
Endowment's president and Soviet spy Alger Hiss, had no idea what was in them.

The minutes revealed that in 1910 the Carnegie Endowment's trustees asked themselves
this question: "Is there any way known to man more effective than war, to so alter the life
of an entire people?" For a year the trustees sought an effective "peaceful" method to "alter
the life of an entire people." Ultimately, they concluded that war was the most effective way
to change people. Consequently, the trustees of the Carnegie Endowment for International
Peace next asked themselves: "How do we involve the United States in a war?" And they
answered, "We must control the diplomatic machinery of the United States by first gaining
control of the State Department." Norman Dodd stated that the trustees' minutes reinforced
what the Reece Committee had uncovered elsewhere about the Carnegie Endowment: "It had
already become a powerful policy-making force inside the State Department."

During those early years of the Carnegie Endowment, war clouds were already forming
over Europe and the opportunity of enactment of their plan was drawing near. History proved
that World War I did indeed have an enormous impact on the American people. For the first
time in our history, large numbers of wives and mothers had to leave their homes to work
in war factories, thus effectively eroding woman's historic role as the "heart" of the family.
The sanctity of the family itself was placed in jeopardy. Life in America was so thoroughly
changed that, according to Dodd's findings, "[T]he trustees had the brashness to congratulate
themselves on the wisdom and validity of their original decision." They sent a confidential
message to President Woodrow Wilson, insisting that the war not be ended too quickly.

After the war, the Carnegie Endowment trustees reasoned that if they could get control
of education in the United States they would be able to prevent a return to the way of life
as it had been prior to the war. They recruited the Rockefeller Foundation to assist in such
a monumental task. According to Dodd's Reece Committee report: "They divided the task
in parts, giving to the Rockefeller Foundation the responsibility of altering education as it

48

pertains to domestic subjects, but Carnegie retained the task of altering our education in
foreign affairs and about international relations. "

During a subsequent personal meeting with Mr. Dodd, President Rowan Gaither of
the Ford Foundation said, "Mr. Dodd, we invited you to come here because we thought
that perhaps, off the record, you would be kind enough to tell us why the Congress is
interested in the operations of foundations such as ours?" Gaither answered his own rhetorical
question with a startling admission:

Mr. Dodd, all of us here at the policy making level of the foundation have at one time or
another served in the OSS [Office of Strategic Services, CIA forerunner] or the European
Economic Administration, operating under directives from the White House. We operate
under those same directives.... The substance under which we operate is that we shall use
our grant making power to so alter life in the United States that we can be comfortably
merged with the Soviet Union.

Stunned, Dodd replied, "Why don't you tell the American people what you just told
me and you could save the taxpayers thousands of dollars set aside for this investigation?"
Gaither responded, "Mr. Dodd, we wouldn't think of doing that."

In public, of course, Gaither never admitted what he had revealed in private. However,
on numerous public occasions Norman Dodd repeated what Gaither had said, and was neither
sued by Gaither nor challenged by the Ford Foundation. Dodd was subsequently warned that
"If you proceed with the investigation as you have outlined, you will be killed." 9

The Reece Committee never completely finished its work of investigating and receiving
testimony in open hearings involving the representatives of the major tax-exempt foundations.
The process was completely disrupted and finally derailed by the deliberately disruptive
activity of one of its members, Congressman Wayne Hays of Ohio. According to general
counsel for the Reece Committee, Renee A. Wormser's account in Foundations: Their Power
and Influence (Devin- Adair: New York, 1958, p. 341), "[Hays] was frank enough to tell us
that he had been put on the committee by Mr. [Sam] Rayburn, the Democratic Leader in
the House, as the equivalent of a watchdog. Just what he was to 'watch' was not made
clear until it became apparent that Mr. Hays was making it his business to frustrate the
investigation to the greatest extent possible. "

[Ed. Note: The Cox Committee, created by Congress as a result of Rep. E.E. Cox of
Georgia submitting a resolution to the House of Representatives in the 82nd Congress, was
a forerunner of the Reece Committee. The Cox Committee was created to "direct a thorough
investigation of foundations." However, just as the Reece Committee which followed,
the Cox Committee was unable to get to the bottom of tax-exempt foundation affairs.
Again, according to Mr. Wormser, "The Cox Committee did find that there had been a
Communist, Moscow-directed plot to infiltrate American foundations and to use their
funds for Communist purposes."]

Science and Human Behavior by B.F. Skinner (Macmillan & Co.: New York, 1953) was

published. To quote Skinner again, "Operant conditioning shapes behavior as a sculptor
shapes a lump of clay. "

The Fomentation : c. 1953

49

Alfred C. Kinsey, along with Wardell Pomeroy, Clyde Martin, and Paul Gebhard,

published Sexual Behavior in the Human Female (W.B. Saunders: Philadelphia, Pa., 1953).
According to Professor David Allyn, lecturer in the Department of History at Princeton
University, this book, along with Kinsey's Sexual Behavior in the Human Male, served
to solidify the move which

changed the way social scientists studied sexuality by breaking from the accepted social
hygienic, psychoanalytic, psychiatric and physiological approaches.... [Kinsey's work]
played [a] critical role in the mid-century privatization of morality. In the post- WWII era,
experts abandoned the concept of "public morals," a concept which had underpinned the
social control of American sexuality from the 1870's onward.... In the 1950's and 60's,
however, sexual morality was privatized, and the state-controlled, highly regulated moral
economy of the past gave way to a new, "deregulated" moral market.... Kinsey's [work]
argued against government interference in private life.

[Ed. Note: The above statement by Allyn was made during a presentation entitled "Private
Acts/Public Policy: Alfred Kinsey, the American Law Institute and the Privatization of
American Sexual Morality" at the 1995 Chevron Conference on the History of the Behavioral
and Social Sciences as part of a special symposium on Alfred Kinsey. Allyn acknowledged the
Charles Warren Center at Harvard University and the Rockefeller Archive Center as providing
grants which made his research possible.]

Dr. Lewis Albert Alesen published a fascinating book entitled Mental Robots (The
Caxton Printers, Ltd.: Caldwell, Idaho, 1953). Dr. Alesen, distinguished physician and
surgeon, served as president of the California Medical Association from 1952-1953, and also
wrote The Physician's Responsibility as a Leader. Some excerpts from Dr. Alesen's chapter 7
of Mental Robots, "The Tools of Robotry," follow:

Herbert A. Philbrick [double agent and author of J Led Three Lives] has been recently
quoted as stressing that Soviet psychiatry is the psychiatry of Pavlov, upon whose original
work on dogs the theory of the conditioned reflex is based. This conditioned reflex is the
principle underlying all of the procedures employed by the Soviets in their brain-washing
and brain-changing techniques. Under its skillful use the human can be, and has been in
countless instances, so altered as completely to transform the concepts previously held and
to prepare the individual so treated for a docile acceptance of all manner of authoritarian
controls. The psychiatrist boasts that he possesses the power to alter human personality,
and he has certainly made good his boast in many respects, at least to the extent of
being able to force phony confessions out of men like Cardinal Mindszenty, Robert
Vogeler, and a host of others who have been subjected to all manner of torture during
their period of conditioning.

In a book entitled Conditioned Reflex Therapy by Andrew Salte, published in 1949 by
the Creative Age Press, individual free will, freedom of choice, and, of course, individual
responsibility are categorically denied in these words:

We are meat in which habits have taken up residence. We are a result of the way
other people have acted to us. We are the reactions. Having conditioned reflexes means
carrying about pieces of past realities.... We think with our habits, and our emotional
training determines our thinking. Where there is a conditioned reflex, there is no will. Our

50

"will power" is dependent on our previously learned reflexes.

Certainly it is true that the Communists, both in Russia, China, and the Iron Curtain
countries, have accomplished spectacular changes in the thinking of millions of their
citizens. Whether or not this mass changing is altogether sincere or durable is not for the
moment as significant as the fact that it has taken place, and that based upon it there has
been, apparently, a ready acceptance of revolutionary doctrines radically defying former
custom and accepted usage, and transforming the individual under this spell of persuasion
or compulsion into an individual possessing entirely different characteristics from those
formerly exhibited. And thus, whole new social, economic, political, and even religious
regimes have been accepted in a comparatively short time.

In order to comprehend at all adequately what has been and what is happening to the
mental processes and attitudes of the American people during recent years, and in order
most particularly to be aware of and alert to the carefully planned goals of the inner and
hard-core sponsors of the so-called mental health program, it is pertinent to explore briefly
the science and art of cybernetics. Cybernetics, according to Gould's medical dictionary,
"The science dealing with communication and communication-control theory as applied
to mechanical devices and animals; and including the study of servo-mechanisms, that is,
feed-back mechanicisms; Josiah Macy, Jr. Foundation, 565 Park Avenue, N.Y. 21, N.Y., has
published a series of symposia on cybernetics 'Circular Causal and Feed-Back Mechanisms
in Biology and Social Systems.'"

In a Freedom Forum presentation entitled "Inside U.S. Communism" by Herbert Phil-
brick, at Harding College, Searcy, Arkansas, April 16, 1954, and distributed by the National
Education Program, Mr. Philbrick had this to say about cybernetics:

The Communists, I have discovered, have a favorite term for their system of
influencing people in devious ways. The word they use as an over-all title of this
technique is "cybernetics." Cybernetics as a pure science has a very legitimate and worth-
while function. It has to do with how to improve conduits and cables, how to make better
coaxial cables for television, how to improve telephone service, how to make more efficient
electronic brains, etc. It has a very legitimate service as a pure science.

But since a human being, to a Communist, is simply another machine; since
human nerve centers have exactly the same function as an electronic circuit; since
a human has not a soul — he is only a mechanical apparatus — the Communists have
decided that this particular science has a very useful application — not on machines
but on humans.

Now we've heard a great deal more recently about brain- washing. Back in 1940
that word wasn't familiar to us, but what was going on inside these Young Communist
League cells was a technique of cybernetics, a technique of brain-washing, if you will;
the highly developed science of demolishing the minds and the spirits of men. [emphasis
in original] The Communists brag that theirs is a "technique of Soviet psychiatry." Now
Soviet psychiatry is based on the same basic principles as that of our own doctors and
psychiatrists except that the Communists have a different purpose in their psychiatry.
Our doctors work with unhealthy minds and try to make them healthy and whole again.
The Communists have decided that cybernetics provides a very wonderful way to go to
work on healthy minds and to destroy them. And of course we are now getting a bit
of that picture from our own prisoners of war who were jailed and imprisoned by
the North Koreans and the Red Chinese. One of my good friends is Robert Vogeler.
We've learned a great deal from Bob Vogeler about the technique of brain-washing.
It's a horrifying story.

I would suggest that you folks who are interested in this subject, perhaps some of
you students, could adopt for special study this field of cybernetics. It is brand new. I
don't know of a single book on the subject in connection with what the Communists are

The Fomentation : c. 1954

51

doing with it. As a matter of fact, my own knowledge is very limited because the only
facts I have are those few things which we have gathered from inside the Communist
Party which indicate that the Reds have been working around the clock in this study
of the scientific manipulation and control of information. It is based on the findings of
Pavlov which say that a man, like an animal, conditioned to respond to certain impulses,
can be conditioned to respond to words, phrases and symbols. Therefore you pour in
the words, phrases and symbols to which he will respond without thinking [emphasis in
original] . And then you withhold other certain words which will cause him to respond
in a way which you may not desire. It is the scientific control of human beings by
means of control [of] information.

As the pattern for the international robot of the future, so meticulously drawn to scale
by our condescending planners and masters, becomes increasingly clear, it behooves us to
study that plan carefully, to determine to just what extent it has already been effectuated,
to appraise the multitudinous forces aiding and abetting its adoption, and to determine,
finally, whether we as individuals do, in fact, possess characteristics of sufficient value to
justify any resistance to this seemingly almost overwhelming juggernaut of collectivism
which is rushing headlong upon us. Have we in America, the greatest land upon which
God's sun has ever shone, succumbed to the fleshpots of a modern Egypt? Have we become
so softened by bellies lined with rich food, wives clad in rich raiment, and housing and
appurtenances designed to shield us from every intellectual endeavor that we are no longer
interested in making any effort to reclaim and to reinvigorate the one economic, social, and
political system which has made all of this possible for us?

1954

Alice A. Bailey, an American Theosophist, wrote Education in the New Age (Lucis

Trust: New York and London, 1954). 10 The following information was written in the front
of the book: "The publication of this book is financed by the Tibetan Book Fund which is
established for the perpetuation of the teachings of the Tibetan and Alice A. Bailey. This
fund is controlled by the Lucis Trust, a tax-exempt, religious, educational corporation. It is
published in Dutch, French, Spanish, German, Italian and Portugese. Translation into other
languages is proceeding." Following are some excerpts from chapter 3, "The Next Step in
the Mental Development of Humanity":

The Mental Transition Period

There are three immediate steps ahead of the educational system of the world, and
some progress has already been made towards taking them. First: The development of
more adequate means of understanding and studying the human being. This will be
made possible in three ways:

1. The growth and the development of the Science of Psychology. This is the science
of the essential man, and is at this time being more generally recognised as useful to, and
consistent with, the right development of the human unit. The various schools of psychology,
so numerous and separative, will each eventually contribute its particular and peculiar truth,
and thus the real science of the soul will emerge from this synthesis.

2. The growth and the development of the Science of the Seven Rays. This science will throw
light upon racial and individual types; it will clearly formulate the nature of individual and

52

racial problems; it will indicate the forces and energies which are struggling for expression
in the individual and in the race; and when the two major rays and the minor rays
(which meet in every man) are recognised and studied by the educator in connection
with the individual, the result will be right individual and group training, and correct
vocational indications.

3. The acceptance of the Teaching anent [about] the Constitution of Man given by the
esotericists, with the implied relation of soul and body, the nature of those bodies, their
qualities and purpose, and the interrelation existing between the soul and the three vehicles
of expression in the three worlds of human endeavors.

In order to bring this about, the best that the East has to offer and the knowledge
of the West will have to be made available. The training of the physical body, the control
of the emotional body, and the development of right mental apprehension must proceed
sequentially, with due attention to the time factor, and also to that period wherein planned
coordination of all aspects of the man should be carefully developed, (pp. 69-70)

[Ed. Note: After returning from a stint in the U.S. Department of Education in the early 1980s,
this author attended a school board meeting and noticed the change agent superintendent's
scrawlings on a blackboard, which had evidently been used as part of some sort of in-service
training. He had divided a circle into the following sections: physical, mental, creative, and
"spiritual." My reaction was "Hmmm," since it was he with whom I had sparred over the
use of values clarification — which destroyed any real Judeo/Christian spirituality — when I
served on the board in the late 1970s.]

1955

The New York Times reported on August 6, 1955 that President Dwight D. Eisenhower
called for the first White House Conference on Education. The announcement follows:

WASHINGTON, D.C. — Reservations have been made in eight hotels here for 2045 rooms
to be occupied November 20 through December 1 by participants in the White House
Conference on Education. This conference, first of its kind to be called by a President,
will be unusual in many ways. The ground rules call for two or more noneducators to
each educator in order to stir up the widest possible education support by citizenry in the
States.... However, the really unusual part of the conference plan lies in its sharp departure
from the conventional, somewhat haphazard way of conducting big conferences. The
President's committee has set up six subjects to be discussed; five of them to be thrashed
out at the conference, and one to be taken home. Each of the five questions to be gone into
here will be discussed in successive all-delegate sessions of 200 tables of 10 persons plus a
discussion leader. The five questions under mass consideration will be:

1. What should our schools accomplish?

2. In what ways can we organize our school system more effectively and
economically?

3. What are our school building needs?

4. How can we get good teachers — and keep them?

5. How can we finance our schools — build and operate them?

The question to be taken home is: How can we obtain a continuing interest in
education?

At the close of each all-delegate session a stenographic pool will be on hand to

The Fomentation : c. 1958

53

compile the consensus at each table and to jot down the dissents. The 200 discussion
leaders will convene around 20 tables in a smaller room, further refine the results and give
their "consensus" and "dissents" to a second flight of stenographers. The mass of delegates
then proceed to another question. The leaders of the 20 tables subsequently move to two
tables. Their findings, set down by stenographers, will be forwarded to the conference
committee for incorporation in the final report.

[Ed. Note: This conference was probably one of the first national conferences to use the
manipulative and non-representative group dynamics/Delphi Technique to orchestrate the
participants into reaching consensus on pre-determined goals. Anyone who has participated
in local or state goal-setting committees should recognize the drill. This conference provided
an excellent example of the dialectical process at work.]

1956

Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook
II, Affective Domain by David Krathwohl, Benjamin Bloom, and Bertram Massie (Longman:
New York/London, 1956) was published. This Taxonomy provided the necessary tool for
the schools of education to restructure education from academics to values (behavior)
change. The swinging door was finally propped open to incorporate attitudes, values and
beliefs into the definition of education. It is impossible to overestimate the Taxonomy's
importance. An excerpt follows:

In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective
objectives [attitudes, values, beliefs] through challenging the students' fixed beliefs and
getting them to discuss issues, (p. 55)

1958

IN 1958 AT THE PEAK OF THE COLD WAR PRESIDENT DWIGHT D. EISENHOWER SIGNED THE

first United States-Union of Soviet Socialist Republics (U.S.S.R.) agreements. These
agreements included education.

National Defense Education Act was passed in 1958 by the U.S. Congress as a result
of Soviet success in space, demonstrated by the launching of Sputnik. This Act, which set
the stage for incredible federal control of education through heavy financing for behavior
modification, science, mathematics, guidance counseling, and testing, etc., involved
"modern techniques developed from scientific principles," the full weight of which would
be felt at the end of the century. Title I, General Provisions, Findings and Declaration of
Policy, Sec. 101 of this Act reads:

The Congress hereby finds and declares that the security of the Nation requires the fullest
development of the mental resources and technical skills of its young men and women. The

54

present emergency demands that additional and more adequate educational opportunities be
made available. The defense of this nation depends upon the mastery of modern techniques
developed from complex scientific principles. It depends as well upon the discovery and
development of new principles, new techniques, and new knowledge.

Endnotes:

1 For a thorough treatment of this subject, please read Dr. Judith A. Reisman's book Kinsey: Crimes and Consequences — The
Red Queen and the Grand Scheme (The Institute for Media Education, Inc.: Arlington, Va., 1998). To order call 1-800-837-
0544.

2 B.F. Skinner. Science and Human Behavior (Macmillan & Co.: New York, 1953).

3 The Taxonomy involves: Cognitive — how a student perceives or judges knowledge or facts; Affective — how a student feels or
what he believes about a subject; Psychomotor — what a student does as a result of what he perceives or believes; converting
belief to action.

4 See Appendix XIX for an excellent critique of Bloom's Taxonomy.

5 This document may be ordered from: Education Service Council, P.O. Box 271, Elm Grove, WI 53122. Erica Carle's latest and
very important book, Why Things Are the Way They Are (Dorrance Publishing Co.: Pittsburgh, Pa., 1996), can be ordered in
hardcover from: Dorrance Publishing Co., 643 Smithfield Street, Pittsburgh, PA 15222.

6 To order Dr. Reisman's book, call 1-800-837-0544.

7 Speech before Young Men's Lyceum, Springfield, Illinois, January, 1837.

8 For further information, purchase School of Darkness: The Record of a Life and of a Conflict between Two Faiths by Bella V.
Dodd (P.J. Kennedy & Sons: New York, 1954. Copyright transferred in 1963 to Bella V. Dodd, Devin-Adair Publishers).

9 This section dealing with the Dodd Report was written by Robert H. Goldsborough and published in his book Lines of Credit:
Ropes of Bondage, (The American Research Foundation, Inc.: Baltimore, 1989). This fascinating book may be obtained by
sending a check for $8.00 to: Robert H. Goldsborough, P.O. Box 5687, Baltimore, MD 21210.

10 The offices of Lucis Trust (formerly Lucifer Publishing) which were previously located across from the United Nations Building
in New York have offered for sale the Robert Muller World Core Curriculum (a New Age elementary education curriculum),
written by Muller who served as the under secretary of the UN. The World Core Curriculum states that it is based on the
teachings of Alice Bailey's spirit guide, the Tibetan teacher Djwhal Khul. The present address for Lucis Trust is: 120 Wall
St., New York, NY. Muller's curriculum can also be ordered from: Robert Muller School, 6005 Royaloak Dr., Arlington, TX. It
should be noted that the Robert Muller School is a member of the UNESCO Associated Schools Project, certified as a United
Nations Associated School.

5

THE SICK SIXTIES:
psychology and skills

Presidents Eisenhower, Kennedy and Johnson, while ostensibly concerning them-
selves with racial injustice, economic inequities, and equal educational opportunities, were, in fact,
responsible for installing the lifelong control system — the Planning, Programming, Budgeting Manage-
ment System (PPBS) — into all departments of government. This was accomplished during what would
become "The Sick Sixties" under the guise of "accountability to the taxpayers," a theme which will be
repeated throughout the remainder of this century.

American education would henceforth concern itself with the importance of the group rather than
with the importance of the individual. This would be true in spite of the push towards individualized

emotional

health rather than on his academic learning. In order to change society, it was essential to identify
the attitudinal changes needed in each student; then, modify the student's behavior according to the
preconceived model approved by government social engineers known as "change agents." This model
did not allow for competition or individual thought, belief, etc., but was conceived to standardize
(robotize) human beings — particularly Americans — so that the entire populace would be in general
agreement with government policy and future planning for world government.

Removal of the last semblance of local control would come through the passage of the Elementary

55

56

and Secondary Education Act of 1 965 (ESEA) , the most important piece of legislation to pass during
Lyndon Johnson's administration.

Two of the major federal initiatives developed with funding from The Elementary and Secondary
Education Act of 1 965 which have contributed to the "deliberate dumbing down" of not only students
but teachers as well, are listed below:

1. the 1965-1969 Behavioral Science Teacher Education Program (BSTEP) , and

2. the 1969 publication by the federal government of Pacesetters in Innovation, a 584-page cata-
logue of behavior modification programs to be used by the schools.

Pacesetters provided evidence of a concerted effort to destroy the last vestiges of traditional aca-
demic education, replacing it with a behavior and mind control system guaranteed to create the "New
Soviet Man" who would be unlikely to challenge totalitarian policies emanating from his local, state
or federal/international government. Professor John Goodlad, the nation's premiere change agent who
has been receiving federal and tax-exempt foundation grants for at least thirty years, said in 1969:

The most controversial issues of the twenty-first century will pertain to the ends and means
of modifying human behavior and who shall determine them. The first educational question
will not be "what knowledge is of the most worth?" but "what kinds of human beings do we
wish to produce?" The possibilities virtually defy our imagination. 1

Behavior change on such a massive scale necessitated the creation of many agencies and policy
devices which would oversee the implementation of the necessary innovations. Three agencies were:
(1) the National Assessment of Educational Progress (NAEP), which tested students at various grade
levels; (2) the Education Commission of the States (ECS), which enabled the states to become unified
regarding education and its outreach — one entity supposedly controlled by its member states, but in
reality controlled by its consensus policy which invariably reflected federal policy — and (3) the National
Diffusion Network (NDN) which served as the transmission belt and advertising agency for federally
funded programs, the majority of which were intended to destroy traditional right/wrong absolutist
values through psychotherapeutic and behavioral techniques. 2

Congressman John M. Ashbrook of Ohio, to whose memory the writer has dedicated this book,
expressed his concern over the above-described radical shift in the direction of education before the
U.S. House of Representatives on July 18, 1961 in a speech he delivered entitled "The Myth of Federal
Aid to Education without Control." With extraordinary foresight, John Ashbrook warned that:

In the report A Federal Education Agency for the Future we find the vehicle for Federal domi-
nation of our schools. It is a real and present danger. . . . The battle lines are now being drawn
between those who seek control and uniformity of our local schools and those who oppose
this further bureaucratic centralization in Washington. It is my sincere hope that the Congress
will respond to this challenge and defeat the aid to education bills which will implement the
goals incorporated in A Federal Education Agency for the Future.

Unfortunately, Congressman Ashbrook's words of wisdom did not convince his fellow colleagues

The Sick Sixties : c. 1 960

57

and, therefore, did not influence the burgeoning sentiment of the majority in Congress. Had Ashbrook's
views prevailed, the citizens of this great nation would be in a far better position to deal with the
problems we face at home and abroad in 1999.

1960

United Nations Educational, Scientific and Cultural Organization's Convention Against
Discrimination was signed in Paris, France in 1960. This Convention laid the groundwork for
control of American education — both public and private — by U.N. agencies and agents.

Soviet Education Programs: Foundations, Curriculums, Teacher Preparation by William
K. Medlin (specialist in Comparative Education for Eastern Europe, Division of International
Education), Clarence B. Lindquist (chief of Natural Sciences and Mathematics, Division of
Higher Education), and Marshall L. Schmitt (specialist for Industrial Arts, Division of State and
Local School Systems) was published in 1960 under the auspices of U.S. Department of Health,
Education and Welfare Secretary Arthur S. Flemming and Office of Education Commissioner
Lawrence G. Derthick (OE-14037, Bulletin 1960, No. 17). Americans familiar with the details
of American school-to-work restructuring will see that the United States is adopting the Soviet
polytechnic system described in the following paper. The "Pavlovian conditioned reflex theory"
discussed is the Skinnerian mastery learning/ direct instruction method required in order to
implement outcome-based education and school-to-work. Excerpts from this extraordinarily
important report follow:

HIGHLIGHTS

In the school classroom and workshop, in the machine building plant, at the country-
side, and wherever we went, we felt the pulse of the Soviet Government's drive to educate
and train a new generation of technically skilled and scientifically literate citizens. Such is
the consensus of the three specialists who are authors of this volume.

The ideas and practices of Soviet education form a philosophy of education in which the
authoritarian concept predominates.... With 60 percent of the adult male population illiterate
in 1900, a massive educational effort was deemed necessary to transform this situation into
one where new skills and scientific inquiry could meet national needs.

The curriculum is unified and is the same for all schools throughout the U.S.S.R. with
but slight variations in non-Russian nationality areas.... Principles of Darwinism, which are
studied in grade 9 of U.S.S.R. schools, teach children about the origin of life together with
the history of evolution in the organic world. The main theme of the course is evolution.

Major efforts of U.S.S.R. schools during the past 30 years have been to train youngsters
for the Government's planned economic programs and to inculcate devotion to its political
and social system.... Science and mathematics occupy 31.4 percent of the student's time in
the complete U.S.S.R. 10-year school.

According to school officials, all work of pupils in these subjects has to be done in pen
and ink in order to inculcate habits of neatness and accuracy.

U.S.S.R. plans are to bring all secondary school children into labor education and train-
ing experiences through the regular school program. The "school of general education" is

58

now named the "labor-polytechnic school of general education."

Industrial and agricultural sciences and technical developments are causing Soviet
educators to be concerned about future needs for readapting the schools to give more appro-
priate instruction for the coming age of automation, atomic power, and space. . . . The authors
consider the polytechnic program in the Soviet elementary-secondary schools "as an integral
part of the Soviet philosophy of education." It is not a subject but in fact a type [emphasis in
the original] of education, and other subjects... contribute to the polytechnic area.

Soviet patriotism — fidelity to the Soviet land and to the ideas of communism — occupies
a leading place in this educational conditioning, and in this sense gives the school a politi-
cal character as well as a moral one. Employing primarily the conditioned reflex theory as
elaborated by Pavlov (1849-1936), Soviet psychologists have worked out a system of didactics
which are strict and fixed in their conception and application; one might even use the term
"narrow" to distinguish them from the broad scope of methods employed, for example, in
most U.S. schools. Soviet psychologists maintain that fundamentally all (except physically
disturbed or handicapped) children can learn the standardized subject matter through the
teaching methods devised for all schools. By definition, therefore, they exclude from practical
consideration many educational techniques.... The curriculum, dominated until now by the
so-called "hard" subjects, is designed to give all future citizens an intellectual foundation
that is, in form, a traditional European one. This systematic approach to education tends to
give Soviet teachers a classroom control that appears complete.

Certain of their psychological research findings in the past are not the only explanation
that we observe for this principle, however, and it is well to point out that Soviet psycholo-
gists have only recently been in a position to try out new methods in connection with a more
diversified curriculum. As one Moscow educator pointed out to us in a discussion on methods,
the researchers are not always successful in getting their results and viewpoints adopted in
school programs. Psychologists and other researchers are busily engaged in work on such
areas as development of the cognitive activity of pupils in the teaching process (especially
in relation to the polytechnic curriculum) ; simplification in learning reading and arithmetic
skills in the lower grades; the formation of character and teaching moral values, including
Soviet patriotism; psychological preparation of future teachers; the principles and methods
for meeting individual children's needs (such as "self-appreciation"), 3 in terms of handicaps
and as regards a child's particular attitudes, peculiarities, and maturity; and understanding
the internal, structural integrity of each school subject and its interrelationships with other
branches of knowledge. These research activities are carried out under Soviet conditions and
exemplify some of the major problems which educators there now face.

Soviet educators define their system as an all-round training whereby youth can par-
ticipate in creating the conditions for a socialist, and ultimately, Communist society. Such
participation can become possible, they hold, only as students cultivate all the basic disci-
plines and only through a "steady rise in the productivity of labor"... which is linked closely
with the educative process. School children and students are engaged in a total educational
program which aims to teach all the same basic subjects, morals and habits in order to pro-
vide society with future workers and employees whose general education will make them
socialist (Communist) citizens and contribute to their productivity upon learning a vocation
(profession), (pp. 10-11)

In 1960 President Dwight D. Eisenhower received a final report from his CoMmission on
National Goals entitled Goals for Americans. The 372-page volume recommended carrying out
an international, socialist agenda for the United States. This report, following on the heels of

The Sick Sixties : c. 1 960

59

the 1955 White House Conference on Education's use of the Delphi technique, 4 served to carve
in stone the use of dialectic methods in public policy making through the use of results-based
"planning" by consensus, not consent. This also may have marked the beginning of restructur-
ing America from a constitutional republic to a socialist democracy

Before listing an excerpted version of Goals for Americans, the writer would like to point
out that although on their face these goals may sound legitimate, they are, in fact, blatantly
socialistic. Only those recommendations which lean towards socialism have been included in
this entry.

GOALS FOR AMERICANS

II. EQUALITY. Every man and woman must have equal rights before the law, and an equal
opportunity to vote and hold office, to be educated, to get a job and to be promoted
when qualified, to buy a home, to participate fully in community affairs.

III. THE DEMOCRATIC PROCESS. ...With firm faith in individual American responsibil-
ity, the Commission answered these questions with a confident and yet measured
"yes." While stressing private responsibility, the Commission also forthrightly favors
government action at all levels whenever necessary to achieve the national goals....
The Commission adopted as its own his [Professor Wallace S. Sayre of Columbia
University] principal recommendations, that "the President be given unequivocal
authority and responsibility to develop a true senior civil service," and that the pay
of top government employees should be drastically increased.

IV. EDUCATION. Annual Public and Private Expenditure for Education by 1970 Must
Be Approximately $40 Billion — Double the 1960 Figure.... There must be more and
better teachers, enlarged facilities, and changes in curricula and methods. Above all,
schooling should fit the varying capacities of individuals; every student should be
stimulated to work to his utmost; authentic concern for excellence is imperative.

Among specific steps, the Commission recommended that:

1. Small and inefficient school districts should be consolidated, reducing the total
number from 40,000 to about 10.000. 5

2. Teachers' salaries at all levels must be improved.

3. Two-year colleges should be within commuting distance of most high school
graduates.

4. Adult education should provide a new emphasis on education throughout
life....

VI. DISARMAMENT. Disarmament should be our ultimate goal.

VII. LESS DEVELOPED NATIONS. The success of the underdeveloped nations must
depend primarily on their own efforts. We should assist by providing education,
training, economic and technical assistance, and by increasing the flow of public
and private capital.... Doubling their rate of economic growth within five years is a
reasonable objective.... The U.S. share of such an effort would require by 1965 an
outflow of $5 to $5.5 billion per year of public and private capital, as compared with

60

$3.4 billion per year in the 1956-59 period....

X. THE UNITED NATIONS. A key goal in the pursuit of a vigorous and effective foreign
policy is the preservation and strengthening of the United Nations.

At the end of the Commission on National Goals report is the following:

[A]ttributed to American Assembly, founded by Dwight D. Eisenhower in 1950
when he was President of Columbia University.

Attached to the report was a pamphlet entitled "Suggestions for Holding a Local Assem-
bly on National Goals." The process for arriving at "consensus" explained in the pamphlet is
actually group dynamics. Consensus is not consent! These documents prove there has been a
well-formulated and funded plan to change the American system of government through deci-
sion-making by unelected task forces, Soviet-style five-year plans, Delphi-type discussion groups,
etc. This type of participatory decision making called for by regional government — involving
partnerships and unelected councils— is taking place in every state of the nation today. It is
rarely challenged since few Americans understand our constitutional form of government, and
are, therefore, unable to recognize the important differences between a representative republic
and the parliamentary form of government found in socialist democracies.

teaching Machines and Programmed Learning: A Source Book (Department of Audio-
Visual Instruction, National Education Association: Washington, D.C., 1960), edited by A. A.
Lumsdaine (program director of the American Institute for Research and professor of education
at the University of California in Los Angeles) and Robert Glaser (professor of psychology at
the University of Pittsburgh and research advisor at the American Institute for Research) was
published. Extensive excerpts from this document can be found in Appendix II Some interest-
ing selections follow:

[Chapter entitled] The Science of Learning and the Art of Teaching by B.F. Skinner

Recent improvements in the conditions which control behavior in the field of learning
are of two principal sorts. The "law of effect" has been taken seriously; we have made sure
that effects do occur and that they occur under conditions which are optimal for producing
the changes called learning. Once we have arranged the particular type of consequence called
a reinforcement, our techniques permit us to shape the behavior of an organism almost at
will. It has become a routine exercise to demonstrate this in classes in elementary psychology
by conditioning such an organism as a pigeon, (pp. 99-100)...

In all this work, the species of the organism has made surprisingly little difference.
It is true that the organisms studied have all been vertebrates, but they still cover a wide
range. Comparable results have been obtained with rats, pigeons, dogs, monkeys, human
children, and most recently — by the author in collaboration with Ogden R. Lindsley — with
human psychotic subjects. In spite of great phylogenetic differences, all these organisms show
amazingly similar properties of the learning process. It should be emphasized that this has
been achieved by analyzing the effects of reinforcement and by designing techniques which
manipulate reinforcement with considerable precision. Only in this way can the behavior of
the individual organism be brought under such precise control. It is also important to note
that through a gradual advance to complex interrelations among responses, the same degree

The Sick Sixties : c. 1961

61

of rigor is being extended to behavior which would usually be assigned to such fields as
perception, thinking, and personality dynamics, (p. 103)

1961

Programmed Learning: Evolving Principles and Industrial Applications (FouNDAtion for
Research on Human Behavior: Ann Arbor, Mich., 1961) edited by Jerome P. Lysaught was
published. Appendix III contains significant material from this book. An excerpt from the
introduction by Thomas H. Miller follows:

To introduce the subject, we would like to have each of you work through the first lesson
of Dr. B.F. Skinner's course in psychology. We would hope, incidentally, that a portion of
the material is somewhat new to you so that some learning will actually take place in your
encounter with the subject matter. Further, we hope it will demonstrate certain phenomena
that will be spoken of repeatedly today, such as effective reinforcement of the learner and
progress at the individual rate.

Imagine yourself to be a freshman student at Harvard. You are taking, for the first
time, a college course in psychology. This is your first day in that course. Your introduction
to the course consists of the presentation of the programmed learning sequence on the next
pages.

The directions are simple. You should read the first stimulus item, S-l, consider it, and
then construct in your own words the best possible answer. As soon as you have done this,
turn the page and compare your answer with the answer listed at R-l, the first response item.
Proceed through the program, going on to S-2 on the next page.

Under the section entitled "Principles of Programming," written by Robert Glaser, we find
the following excerpts to be revealing:

It is indeed true that this book would never have been conceived without the well-known
and perhaps undying work of Professor Skinner.... It is largely through Professor Skinner's
work that all this theory and excitement about teaching machines and programmed learning
has come about.

The essential task involved is to evoke the specific forms of behavior from the student
and through appropriate reinforcement bring them under the control of specific subject matter
stimuli. As a student goes through a learning program certain of his responses must be strength-
ened and shaped from initial unskilled behavior to subject matter competence.... Our present
knowledge of the learning process points out that through the process of reinforcement, new
forms of behavior can be created with a great degree of subtlety. The central feature of this
process is making the reinforcement contingent upon performances of the learner. (Often the
word "reward" is used to refer to one class of reinforcing events.)...

The term "programming" refers to the process of constructing sequences of instructional
material in a way that maximizes the rate of acquisition and retention and enhances the
motivation of the student.... A central process for the acquisition of behavior is reinforce-
ment. Behavior is acquired as a result of a contingent relationship between the response of
an organism and a consequent event. In order for these contingencies of reinforcement to be
effective, certain conditions must be met. Reinforcement must follow the occurrence of the
behavior being taught. If this is not the case, different and perhaps unwarranted behavior

62

will be learned.

On July 18, 1961, Congressman John M. Ashbrook delivered a speech before CoNgress
entitled "The Myth of Federal Aid to Education without Control" {Congressional Record: pp.
11868-11880). Excerpts from his very important speech, which documented and exposed the
plans for the internationalization and transformation of American education, follow:

That there was any doubt of the Federal bureaucrats' intentions in this matter was laid to
rest with the discovery of a Health, Education, and Welfare publication, A Federal Educa-
tion Agency for the Future, which is a report of the Office of Education, dated April 1961....
I feel that its pronouncements are a blueprint for complete domination and direction of our
schools from Washington. The publication was not popularly distributed and there was some
difficulty in obtaining a copy.

Fifty-six pages of findings contain recommendations which call for more and more
Federal participation and control and repeatedly stress the need for Federal activity in formu-
lating educational policies. It recommends a review of teacher preparation, curriculum and
textbooks. It calls for an implementation of international education projects in cooperation
with UNESCO in the United Nations, and ministries of education abroad. Of course, it rec-
ommends an enlarged office of education and the use of social scientists as key advisers....
It places stress on "implementing international educational projects in the United States and
bringing maximum effectiveness to the total international educational effort." Would not the
Communists, with their footholds and infiltrations in these organizations, love this? No detail
has been overlooked — "curriculum will have to undergo continual reshaping and upgrading;
and new techniques and tools of instruction will have to be developed" and "teacher prepa-
ration, textbooks, and the curriculum in these subject fields must be improved in the decade
ahead." In the report... we find the vehicle for Federal domination of our schools.

. . .The battle lines are now drawn between those who seek control and uniformity of our
local schools and those who oppose this further bureaucratic centralization in Washington.
It is my sincere hope that the Congress will respond to this challenge and defeat the aid to
education bills which will implement the goals incorporated in A Federal Education Agency
for the Future.

Ashbrook went on to point out that

[Under] The Mission [as stated in the report] . . . the basic mission of the Office [of Education]
to "promote the cause of education" remains unchanged since its establishment in 1867.

...What is meant when he [Sterling M. McMurrin, Commissioner of Education] says, "I
anticipate that much of this activity will take place through normal administrative processes
within the Office and the Department"? In the jargon of Washington bureaucracy this means
that the report will be largely implemented on the administrative level without Congressional
action and approval.

The House Committee on Education and Labor recently voted out H.R. 7904 which
would extend the National Defense Education Act. ... It is evident that the administration
has chosen this vehicle for enacting piecemeal the recommendations of A Federal Education
Agency for the Future.

Ashbrook continued to quote from Agency for the Future which he said "laid bare the real
nemesis of the Federal bureaucrats — the tradition of local control." The report stated, "The

The Sick Sixties : c. 1961

63

tradition of local control should no longer be permitted to inhibit Office of Education leader-
ship." The Committee on Mission and Organization called for

[An] Office of Educational Research that would administer a separate program of extra-mural
contracts and grants for basic and experimental research in disciplines bearing upon the
educational situation, and would serve the other parts of the Bureau with advice on research
problems.... Since it is presumed that the Centers, oriented to education as it is organized
and administered, will deal with educational problems directly confronting schools and
colleges, it is believed desirable that extra-mural research be significantly attentive to basic
problems of human development, training and teaching, regardless of whether or not they
are acknowledged as immediately pressing problems by educators. In short, some research
should be conducted precisely because it challenges the assumptions upon which practicing
educators are proceeding.

The above is obviously a reference to behavioral sciences research which, until that time,
had not found a permanent home at the local school educator level nor was there the need to
conduct such research in order to challenge the "assumptions upon which practicing educators
are proceeding." Attached to the Committee's report were appendices from which the follow-
ing excerpts are taken:

Appendix B

The Mission of the Office of Education in the 1960s

The schools of tomorrow must prepare their students for living in a world of continu-
ous and rapid change, presenting them with unprecedented social, economic, and political
problems. We must, in fact, give to education a character that will initiate and support a
process of lifelong learning if Americans are to keep abreast of the accelerating advent of new
knowledge and of the increasing complexity of modern life. These prospective conditions
are already suggested in part by the rapidly increasing demand for highly specialized and
professional skills. During the coming decade, new means must be developed for identifying
and releasing student potential; curriculums will have to undergo continual reshaping and
upgrading; and new techniques and tools of instruction will have to be developed....

• Education is basic to effort to bring about an enduringly peaceful world.

• Next decade will bring closer and multiple relationships with Ministries of Educa-
tion abroad and international organizations, such as UNESCO, the Organization of
American States, International Bureau of Education.

• Variations among States and school districts in standards of instruction, facilities,
staff, and services expose serious inadequacies. Our progress toward the ideal of
equality of educational opportunity is tragically uneven.

• In the area of international educational cooperation, in particular, it must play the
major role, since only the Federal Government can enter into agreements with other
governments. Along with these responsibilities should be included that of stimulating
and participating activity in the process of formulation, examination, and reformula-
tion of the goals of our national society in terms of educational objectives.

• The development of uniform, consistent and compatible statistical data in all States
and in all institutions of higher education will call for both technical and financial
assistance to these sources from the Office of Education....

• Economists, sociologists, and other social scientists will be needed on the staff to
assist in dealing with educational problems in their total context.

64

National Defense Education Act (NDEA) Amendment of 1961 — Additional Views, which
accompanied H.R. 7904, included very important testimony regarding the dangers of the NDEA
and the recommendations made in the above Agency for the Future report. A discussion of the
dangers of federal control follows:

We [the undersigned] reject, furthermore, the philosophy that there can exist Federal
aid to any degree without Federal control. We further hold that there should not be Federal
aid without Federal control. It is the responsibility of the Federal Government to so supervise
and control its allocations that waste and misuse is kept to a minimum. Since we do not
desire such federal control in the field of public education, we do not desire Federal aid to
education.

We should never permit the American educational system to become the vehicle for
experimentation by educational ideologues. A careful analysis of the writings and statements
of vocal and influential spokesmen in the governmental and educational fields indicates a
desire on the part of some of these individuals to utilize the educational system as a means
of transforming the economic and social outlook of the United States.

We point to a statement by Dr. Harold Rugg, for many years professor of education at
Teachers College, Columbia University, who declared in Frontiers of Democracy on May 15,
1943 (pp. 247-254) concerning the teachers' colleges:

Let them become powerful national centers for the graduate study of ideas and they will
thereby become forces of creative imagination standing at the very vortex of the ideational
revolution. Let us make our teacher education institutions into great direction finders for
our new society, pointers of the way, dynamic trailblazers of the New Frontiers.

We could supply pages of documentation analyzing the type of new frontier planned. It
is indeed a Socialist frontier. It had been hoped that the philosophy of education expressed by
Dr. Rugg and his cohorts back in the early forties, had long since been repudiated. However,
in April of 1961, the U.S. Department of Health, Education, and Welfare published a booklet
entitled A Federal Education Agency for the Future. Anyone who doubts that the Federal aid
to education bills now before Congress would mean eventual Federal control of education,
should carefully read and analyze for himself what the Office of Education is planning for
tomorrow's schools. They openly predict their "need" for new powers on the passage of the
multimillion-dollar aid legislation now before us. They recommend that their Office of Edu-
cation be elevated to the status of U.S. Education Agency, "to reflect the more active role of
this unit of Government." They envision the new Agency's mission as one of "leadership"
(p. 42), "national policymaking" (p. 43), "national planning" (p. 47), "to prepare students
to understand the world of tomorrow" (p. 40). The Office of Education writers further say
"along with these responsibilities should be included that of stimulating and participating in
the process of formulation, examination, and reformulation of the goals of our society in the
terms of educational objectives" (p. 43).

[Ed. Note: A careful warning was sounded through the National Defense Education Act Amend-
ment of 1961 — Additional Views when the Congressmen said, "We reject that there can exist
Federal aid to any degree without Federal control. We further hold that there should not be
Federal aid without Federal control." This applies as well to all of the voucher and tax credit
proposals before us today (in 1999) flying under the banner of "choice."

The Mission Statement of the Office of Education clearly called for the establishment of
the National Center for Education Statistics, the National Assessment of Educational Progress,
and the "wholistic" approach to education through the inclusion of social scientists in the

The Sick Sixties : c. 1961

65

education process— a clear departure from academically oriented educational pursuits into
intrusive areas totally unrelated to education.

Even taking into account the collectivist direction taken by radical educators in the first half
of this century, this movement could not have borne fruit had it not been for President Dwight
Eisenhower's Commission on National Goals which produced Goals for Americans in 1960.
These goals, along with the implementation of PPBS and Bloom's Taxonomy of Educational
Objectives, seem to have provided the catalyst for the "planned economy" being implemented
in the United States in 1999.]

On September 2, 1961 the 87th Congress passed the Arms Control and DisARMAment Act
(P.L. 87-297, H.R. 9118) which established a United States Arms Control and Disarmament
Agency. Following is the statement of purpose for this important Act:

Public Law 87-297
87th Congress, H.R. 9118
September 26, 1961

AN ACT

To establish a United States Arms Control and Disarmament Agency.

Be it enacted by the Senate and House of Representatives of the United States of America in
Congress Assembled,

TITLE 1— SHORT TITLE, PURPOSE, AND DEFINITIONS
SHORT TITLE

SECTION 1. This Act may be cited as the "Arms Control and Disarmament Act."
SECTION 2. As used in this Act-
fa) The Terms "arms control" and "disarmament" mean the identification, verification,
inspection, limitation, control, reduction, or elimination, of armed forces and armaments of
all kinds under international agreement including the necessary steps taken under such an
agreement to establish an effective system of international control, or to create and strengthen
international organizations for the maintenance of peace.

As partial fulfillment of the provision to take "the necessary steps. . . to establish an effective
system of international control, or to create and strengthen international organizations for the
maintenance of peace," President John F. Kennedy's U.S. Department of State simultaneously
issued State Department Publication 7277: The United States Program for General and Complete
Disarmament in a Peaceful World. The following are excerpts from Publication 7277:

[a] world in which adjustment to change takes place in accordance with the principles of
the United Nations.

In order to make possible the achievement of that goal, the program sets forth the fol-
lowing specific objectives toward which nations should direct their efforts.

• The disbanding of all national armed forces and the prohibition of their reestablish-
ment in any form whatsoever other than those required to preserve internal order
and for contributions to a United Nations Peace Force.

• The elimination from national arsenals of all armaments including all weapons of
mass destruction and the means for their delivery, other than those required for a

66

United Nations Peace Force and for maintaining internal order.

• The manufacture of armaments would be prohibited except for those of agreed types
and quantities to be used by the U.N. Peace Force and those required to maintain
internal order. All other armaments would be destroyed or converted to peaceful
purposes.

During the Congressional debate over the Arms Control and Disarmament Act, those favor-
ing the establishment of the agency called it the "Peace Agency." Congressman John Ashbrook,
an opponent of the measure and its implications, called it the "Surrender Agency" and further
expressed his concern that the agency "may well be the back door for the one-worlders to
accomplish their goal of an International World Court." Additionally, Senator Joseph S. Clark
of Pennsylvania declared on the floor of the U.S. Senate March 1, 1962 that this new interna-
tional focus was "the fixed, determined and approved policy of the government of the United
States," much to his sorrow.

[Ed. Note: The goal perceived by Ashbrook, Clark and others of the Arms Control and Disarma-
ment Act was to further extend the influence and control of the United Nations through United
States contributions to the power of the UN regional alliances such as the North Atlantic Treaty
Organization (NATO) and Southeast Asia Treaty Organization (SEATO). The development of
education curriculum by United Nations Educational, Scientific, and Cultural Organization
(UNESCO) and its outreach to the youth and communities throughout the world, coupled
with the international political and economic weight of the UN through NATO and the UN's
treaty-making capacity, lends credence to the concerns voiced in Congress and elsewhere that
a one-world government has been in the making since the end of World War II.]

"Harrison Bergeron," one of the several short stories by Kurt Vonnegut, Jr, included in
his book Welcome to the Monkey House (Delacorte Press/Seymour Lawrence: New York, 1961),
provided uncanny insight into the nature of America's dumbed-down society in the year 2081.
How the elitist "planners, managers" deal with Americans whose intellects and independence
create problems for the smooth functioning of a society controlled for the benefit of all is the
focus of the story. 6 An excerpt follows:

The year was 2081, and everybody was equal. They weren't only equal before God and
the law. They were equal every which way. Nobody was smarter than anybody else. Nobody
was stronger or quicker than anybody else. All this equality was due to the 211th, 212th,
and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the
United States Handicapper General.

[Ed. Note: The reader will, later in this book, recall this fictional forecast when encountering
outcome-based education, Individual Education Plans (IEP's) for ALL — not just the handi-
capped—and the Reading Excellence Act passed by Congress October 16, 1998, which will
provide federal tax support for Skinnerian phonics instruction programs developed and used
with special education children for over 25 years. In 1999 House Education and Workforce
Committee Chairman William Goodling (PA) will also propose the removal of funding from
present titles of the Elementary and Secondary Act (ESEA) in order to completely fund the Indi-
viduals with Disabilities in Education Act (IDEA). Vonnegut's office of "Handicapper General"

The Sick Sixties : c. 1 962

may not wait until 2081 !]

67

1962

In the September 3, 1962 edition of The Dan Smoot Report 7 (Vol. 8, No. 36) Smoot's article
"Stabbed in the Back on the Fourth of July" dealt with an Independence Day speech given in
Philadelphia by President John F. Kennedy in which he said:

But I will say here and now on this day of independence that the United States will
be ready for a Declaration of Interdependence — that we will be prepared to discuss with a
United Europe the ways and means of forming a concrete Atlantic Partnership — a mutually
beneficial partnership between the new union now emerging in Europe and the old American
Union founded here 175 years ago.

Today Americans must learn to think intercontinentally.

On July 11, 1961, according to Smoot's report:

James Reston (a member of the Council on Foreign Relations and an admirer of President
Kennedy) commented on the President's speech in a New York Times article :

This year... President Kennedy went to Independence Hall, of all places, and on the Fourth
of July, of all days, and virtually proposed to repeal the Declaration of Independence in
favor of a declaration of interdependence.... Maybe it is just the drowsy indolence of the
summer, but American opinion seems remarkably receptive, or at least acquiescent, to
President Kennedy's proposal for a partnership of the Atlantic nations.... In Washington,
there was not a whisper of protest from a single national leader.

1963

The Role of the Computer in Future Instructional Systems was published as the March/
April, 1963 supplement of Audiovisual Communication Review (Monograph 2 of the Techno-
logical Development Project of the National Education Association [Contract #SAE9073], U.S.
Office of Education, Dept. of Health, Education and Welfare: Washington, D.C., 1963). James
D. Finn of Los Angeles was the principal investigator and Donald P. Ely was the consulting
investigator for this project. (Donald Ely also became project director for the U.S. Department of
Education's Project BEST: Basic Educational Skills through Technology, which will be discussed
in a later entry in this book.) Excerpts from a chapter entitled "Effortless Learning, Attitude
Changing, and Training in Decision-Making" follow:

Another area of potential development in computer applications is the attitude chang-
ing machine. Dr. Bertram Raven in the Psychology Department at the University of California
at Los Angeles is in the process of building a computer-based device for changing attitudes.
This device will work on the principle that students' attitudes can be changed effectively
by using the Socratic method of asking an appropriate series of leading questions designed
to right the balance between appropriate attitudes, and those deemed less acceptable. For
instance, after first determining a student's constellation of attitudes through appropriate

68

testing procedures, the machine would calculate which attitudes are "out of phase" and
which of these are amenable to change. If the student were opposed to foreign trade, say,
and a favorable disposition were sought for, the machine would select an appropriate series
of statements and questions organized to right the imbalance in the student's attitudes. The
machine, for instance, would have detected that the student liked President Kennedy and
was against the spread of Communism; therefore, the student would be shown that JFK
favored foreign trade and that foreign trade to underdeveloped countries helped to arrest the
Communist infiltration of these governments. If the student's attitudes toward Kennedy and
against Communism were sufficiently strong, Dr. Raven would hypothesize that a positive
change in attitude toward foreign trade would be effectively brought about by showing the
student the inconsistency of his views. There is considerable evidence that such techniques
do effectively change attitudes.

Admittedly, training in decision-making skills is a legitimate goal of education in this
age of automation, but the problem remains — does the educator know what values to attach
to the different outcomes of these decisions?... What about students whose values are out of
line with the acceptable values of democratic society? Should they be taught to conform to
someone else's accepted judgment of proper values? Training in decision-making is ultimately
compounded with training in value judgment and, as such, becomes a controversial subject
that needs to be resolved by educators before the tools can be put to use.

University of Pittsburgh's Learning Research and Development Center iNTRoduced in 1963
the Individually Prescribed Instruction (IPI) model which would allow for the implementation
of continuous progress programs necessary for value change and school-to-work training. A
good example of what Individually Prescribed Instruction is designed to do is given in Planned
Change in Education: A Systems Approach, edited by David S. Bushnell of Project Focus and
Donald Rappaport of Price Waterhouse & Co. (Harcourt, Brace and Jovanovich, Inc.: New York,
1971). Excerpts from chapter 7, "Individualizing Instruction" by Robert G. Scanlon, program
director for the Individualizing Learning Program of Research for Better Schools, Inc., and Mary
V. Brown, assistant program director to the project, are reprinted below:

IPI is an instructional system that permits the teacher to plan and conduct a program
of studies tailored to the needs and characteristics of each student. Its procedures have been
designed to enable the school to meet more of the needs of more individual pupils and take
a new direction in the continuing search for ways to adapt instruction to individual pupils.
The rate of learning, amount of practice, type of materials, and mode of instruction are the
parameters of individual differences emphasized in IPI.

During the school year 1963-64, the Learning Research and Development Center and
the Baldwin-Whitehall public schools (a suburban Pittsburgh school system) initiated an
experimental project to investigate the feasibility of a system of individualized instruction in
an entire K-6 school (Oakleaf). This came as a result of a series of exploratory studies begun
in 1951-1962 designed to test preliminary notions in a single classroom. The work started
with the use of programmed instruction in an intact classroom.

As work proceeded, it became apparent that the significant individualization feature of
programmed instruction could not be augmented unless the organization of the classroom was
changed to permit a more flexible context. Out of this experience grew the current Individu-
ally Prescribed Instruction project in which various combinations of instructional materials,
testing procedures, and teacher practices are being used to accommodate individual student

The Sick Sixties : c. 1 963

69

differences.

IPI is a system based on a set of specified objectives correlated with diagnostic instru-
ments, curriculum materials, teaching techniques, and management capabilities. The objec-
tives of the system are:

1. to permit student mastery of instructional content at individual learning rates;

2. to ensure active student involvement in the learning process;

3. to encourage student involvement in learning through self-directed and self-initiated
activities;

4. to encourage student evaluation of progress toward mastery and to provide instruc-
tional materials and techniques based on individual needs and styles, (pp. 93-95)

[Ed. Note: IPI is necessary to the success of outcome-based education because it does away
with norm-referenced testing and the traditional grading system. The Carnegie Unit is also jeop-
ardized by the introduction of IPI. The federally funded laboratory Research for Better Schools,
Inc., in Philadelphia, Pennsylvania field-tested IPI, thus setting the stage for Skinnerian mastery
learning/ direct instruction and the use of Skinner's "box" (the computer) to be incorporated
into curriculum. Homeschoolers and Christian educators should be reminded that this project
is reflected in many of the curricular and organizational designs advocated for their use.]

In 1963 a national project was initiated which was the forerunner of the NAtional Assess-
ment of Educational Progress (NAEP) and became the model for individual state assessments
which have created enormous controversy due to their focus on attitudinal and value change.
This study was presented in A Plan for Evaluating the Quality of Educational Programs in Penn-
sylvania: Highlights of a Report from Educational Testing Service to the State Board of Education
of the Commonwealth of Pennsylvania (Educational Testing Service: Princeton, N.J., June 30,
1965). The combination of the Skinnerian method of training and the assessments' emphasis
on change in attitudes, values and beliefs resulted in what the average parent considered a
"lethal concoction," absolutely guaranteed to create a "robotized citizen for the New Pagan
Age. " Although Appendix IV of this book includes verbatim text from the Plan, the following
excerpts provide a fairly clear picture of the intent of those involved in this seminal project:

This Committee on Quality Education sought the advice of experts [including Dr. Urie
Bronfenbrenner of the Department of Sociology, Cornell University; Dr. David R. Krathwohl
of the College of Education, Michigan State University [a co-author with Benjamin Bloom
of The Taxonomy of Educational Objectives: Affective Domain] ; and Dr. Ralph Tyler, director
of the Center for Advanced Study in the Behavioral Sciences in Palo Alto, California. These
experts constituted a Standing Advisory Committee for the project....

It [the Committee] concluded that an educational program is to be regarded as adequate
only if it can be shown to contribute to the total development of pupils.... The Committee
recognizes that many of the desirable qualities that schools should help pupils acquire are
difficult to define and even more difficult to measure. It feels, nevertheless, that any evalua-
tion procedure that leaves these qualities out of account is deficient as a basis for determining
whether the program of any school district is educationally adequate. . . .

The first step in judging the quality of educational programs is to decide on the purposes
of education. What should children be and do and know [emphasis in original] as a conse-
quence of having gone to school? What are the goals of the schools? These questions have
been high on the agenda of the Committee on Quality Education. Its members wanted a set

70

of goals that would reflect the problems society faces in the world of today. . . . Measures of
conventional academic achievement, for instance, are at a more advanced stage of develop-
ment than measures of attitude and values.

Measures of progress toward the ten goals are unequally developed. Some are more
dependable and valid than others. For example, tests of reading comprehension are relatively
well developed and reasonably well understood while tests of such qualities as self-under-
standing and tolerance are less well developed and poorly understood.... Where the available
measures are clearly inadequate, intensive research and development should be undertaken
immediately to bring them to the point where they can have full effect in the evaluation
program.

James Clavell wrote The Children's Story (Delacorte Press/Eleanor Friede: New York,
1963) . In this book Clavell, author of King Rat, Tai-Pan, Shogun and Noble House, explains most
eloquently how little children can have their minds manipulated into believing anything the
teacher wants them to believe, even to the point of believing their parents are old-fashioned
and should go back to school to unlearn bad thoughts, and that God does not exist. On the
dust jacket of the book we learn:

It was a simple incident in the life of James Clavell — a talk with his young daughter
just home from school — that inspired this chilling tale of what could happen in twenty-five
quietly devastating minutes. He [Clavell] writes: "the children's story came into being that
day. It was then that I really realized how vulnerable my child's mind was — any mind for
that matter — under controlled circumstances."

Some excerpts from the last pages of this remarkable book follow:

"Sit down, Johnny, and we'll start learning good things and not worry about grown-up
bad thoughts. Oh yes," she said when she sat down at her seat again, brimming with happiness.
"I have a lovely surprise for you. You're all going to stay overnight with us. We have a lovely
room and beds and lots of food, and we'll all tell stories and have such a lovely time."

"Oh, good," the children said.

"Can I stay up till eight o'clock?" Mary asked breathlessly.

"Well, as it's our first new day, we'll all stay up to eight-thirty. But only if you promise
to go right to sleep afterward."

The children all promised. They were very happy. Jenny said, "But first we got to say
our prayers. Before we go to sleep."

The New Teacher smiled at her. "Of course. Perhaps we should say a prayer now. In
some schools that's a custom, too." She thought a moment, and the faces watched her. Then
she said, "Let's pray. But let's pray for something very good. What should we pray for?"

"Bless Momma and Daddy," Danny said immediately.

"That's a good idea, Danny. I have one. Let's pray for candy. That's a good idea, isn't

it?"

They all nodded happily.

So, following their New Teacher, they all closed their eyes and steepled their hands
together, and they prayed with her for candy.

The New Teacher opened her eyes and looked around disappointedly. "But where's our
candy? God is all-seeing and is everywhere, and if we pray, He answers our prayers. Isn't
that true?"

The Sick Sixties : c. 1 964

71

"I prayed for a puppy of my own lots of times, but I never got one," Danny said.
"Maybe we didn't pray hard enough. Perhaps we should kneel down like it's done in
church."

So the New Teacher knelt and all the children knelt and they prayed very, very hard.
But there was still no candy.

Because the New Teacher was disappointed, the children were very disappointed. Then
she said, "Perhaps we're using the wrong name." She thought a moment and then said,
"Instead of saying 'God,' let's say 'Our Leader.' Let's pray to Our Leader for candy. Let's pray
very hard and don't open your eyes till I say."

So the children shut their eyes tightly and prayed very hard, and as they prayed, the
New Teacher took out some candy from her pocket and quietly put a piece on each child's
desk. She did not notice Johnny — alone of all the children — watching her through his half-
closed eyes.

She went softly back to her desk and the prayer ended, and the children opened their
eyes and they stared at the candy and they were overjoyed.

"I'm going to pray to Our Leader every time," Mary said excitedly.
"Me, too," Hilda said. "Could we eat Our Leader's candy now, teacher?"
"Oh, let's, please, please, please."
"So Our Leader answered your prayers, didn't he?"

"I saw you put the candy on our desks!" Johnny burst out. "I saw you.... I didn't close
my eyes, and I saw you. You had 'em in your pocket. We didn't get them with praying. You
put them there. "

All the children, appalled, stared at him and then at their New Teacher. She stood at
the front of the class and looked back at Johnny and then at all of them.

"Yes, Johnny, you're quite right. You're a very, very wise boy. Children, / put candy on
your desks. So you know that it doesn't matter whom you ask, whom you shut your eyes and
'pray' to — to God or anyone, even Our Leader — no one will give you anything. Only another
human being." She looked at Danny. "God didn't give you the puppy you wanted. But if you
work hard, I will. Only I or someone like me can give you things. Praying to God or anything
or anyone for something is a waste of time." [all emphases in original]

1964

An article entitled "Ethical Education" was published in Free Mind, the journal of the

American Humanist Association, in its June/July 1964 issue. The following is an excerpt:

At the 1962 Humanist meeting in Los Angeles four women attended a workshop on humanist
family services and began to lay the groundwork for the AHA's widespread involvement in
ethical education for children.... The purpose of a humanist ethical education program should
be to provide the child with tools by which he can make his own decisions.

[Ed. Note: From this time on efforts would be made to develop and implement humanistic (no
right/no wrong) values education under many labels, just a few of which were/are: values
clarification; decision making; critical thinking; problem solving; and moral, character, citizen-
ship and civic education.]

72

In 1964 the Carnegie Corporation appointed Ralph Tyler chairman of the CoMmittee on
Assessing the Progress of Education which continued the project begun in 1963 that would in
1969 become the National Assessment of Educational Progress (NAEP).

[Ed. Note: In 1999 NAEP is funded by the federal government and widely used across the United
States. Individual states are passing legislation to use NAEP as a state test and parents and
legislators are mistakenly believing that these "tests" (assessments) will give them information
about the performance of their children in academic subjects. This is a misconception; NAEP
tracks conformity to government-generated goals.]

1965

The Behavioral Science Teacher Education Program (BSTEP), funded by the U.S. Depart-
ment of Health, Education and Welfare, was initiated in 1965 at Michigan State University and
carried out between the years 1965 and 1969. BSTEP's purpose was to change the teacher from
a transmitter of knowledge/content to a social change agent/facilitator/clinician. Traditional
public school administrators were appalled at this new role for teachers. (For more extensive
reading of the BSTEP proposal, see Appendix V.)

Elementary and Secondary Education Act (ESEA) of 1965 was passed by Congress. This
marked the end of local control and the beginning of nationalization/internationalization of
education in the United States. Use of goal-setting, Management by Objectives (MBO), Plan-
ning, Programming, Budgeting Systems (PPBS) and systems management for accountability
purposes would be totally funded by and directed from the federal level. The table of contents
for ESEA included:

• Title I — Financial Assistance to local educational agencies for education of children
from low-income families

• Title II — School library resources, textbooks, and other instructional materials

• Title III— Supplementary educational centers and services, guidance counseling, and
testing

• Title IV — Libraries, learning resources, educational innovation, and support

• Title V— Grants to strengthen State Departments of Education

• Title VI— Vacant

• Title VII — Bilingual education programs

• Title VIII — General provisions

• Title IX — Ethnic heritage program

ESEA targeted low income/minority students for experimentation with Skinnerian "basic
skills" programs; i.e., Follow Through [mastery learning/direct instruction], Right-to-Read,
Exemplary Center for Reading Instruction (ECRI), Project INSTRUCT, etc. By the end of the
1980s state departments of education would be receiving between 60-75% of their operating
budget from the U.S. Department of Education — which was not even in existence at the time
of passage of the ESEAl

The Sick Sixties : c. 1 965

73

President Lyndon B. Johnson issued an Executive Order in 1965 introducing the Planning,
Programming and Budgeting System (PPBS) into use throughout all departments of the entire
federal government.

The Education Commission of the States (ECS) was created in 1965 "in order to bring
some degree of order out of this chaos," wrote Harvard University President James B. Conant
in 1964 in reference to education policy making in the United States. ECS was to be made up
of dues-paying "members" comprising representatives of each participating state's legislative
Education Committees and their governors. The Competency-Based Education (CBE) move-
ment — which evolved into outcome-based education (OBE), both using mastery learning as a
base — was orchestrated by ECS. Since ECS served as the resource and coordinator of information
flowing to state legislative committees and governors' offices across the land, it is no wonder
that all states ended up having the same curriculum.

A very important article, entitled "E.C.S. at 20: The Compact's Potential Is Still To Be
Realized" by Thomas Toch which covered the history of ECS, was printed in Education Week
(October 24, 1984). Excerpts follow:

"Some degree of order needs to be brought out of this chaos," wrote James B. Conant,
the President of Harvard University, in 1964 in reference to education policy making in
the nation. "We cannot have a national educational policy," he added in his book Shaping
Educational Policy, "but we might be able to evolve a nationwide policy. " The solution, Mr.
Conant concluded, was a "new venture in cooperative federalism," a compact among the
states to create an organization to focus national attention on the pressing education issues
of the day. The following spring, the Carnegie Corporation and the Ford Foundation awarded
a grant to Terry Sanford, who had recently left the governorship of North Carolina, to trans-
form the Conant idea into reality. John W. Gardner was Carnegie's president at the time. A
preliminary draft of the compact was completed by July and endorsed by representatives
from all 50 states and the territories in September. Within five months, 10 states had ratified
the agreement, giving it legal status. Out of the compact was born the Education Commission
of the States (E.C.S.)....

"We invented a little device to get the compact approved quickly," Mr. Sanford, now the
President of Duke University, said recently. "We didn't need money from the legislatures, we
had plenty of foundation funding, so we agreed that the governors could ratify it by execu-
tive order. ". . .

But since the establishment under Governor James B. Hunt of the Commission's Task
Force on Education for Economic Growth two years ago, ECS's role has begun to change. The
task force's report Action for Excellence joined A Nation at Risk and the Carnegie Foundation
for the Advancement of Teaching's High School acted as principal voices in the chorus of
reform. It gained Gov. Hunt and several other "education governors" who were linked to ECS
wide national publicity, and, in making a series of specific reform recommendations, thrust
ECS into the policy-making arena.

PSYCHOSYNTHESIS: A MANUAL OF PRINCIPLES AND TECHNIQUES (PSYCHOSYNTHESIS RESearch

Foundation: Crucible imprint of Aquarian Press, Thorsons Publishing Group: Northampton-
shire, England, 1965) by Dr. Roberto Assagioli, a practicing psychiatrist in Florence, Italy, was
published.

74

Roberto Assagioli defined "psychosynthesis" as the "formation or reconstruction of
a new personality — the transpersonal or 'spiritual Self.'" An excerpt from Psychosynthesis
explained:

What distinguishes psychosynthesis from many other attempts at psychological under-
standing is the position we take as to the existence of a spiritual Self.... We consider that the
spiritual is as basic as the material part of man. . . essentially we include within the study
of psychological facts all those which may be related to the higher urges within man which
tends to make him grow towards greater realization of his spiritual essence. Our position
affirms that all the superior manifestations of the human psyche, such as creative imagination,
intuition, aspiration, genius, are facts which are as real and as important as are the condi-
tioned reflexes, and therefore, are susceptible to research and treatment just as scientifically
as conditioned reflexes.

As psychology began to assert itself as an "acceptable science" in the "sick sixties,"
Assagioli's "psychosynthesis" concept is credited with creating a paradigm that enabled an
integration (synthesis) of psychology with spirituality. Assagioli emphasized a holistic world-
view, laying the groundwork for the future educational pedagogy of "holistic education" of
the 1990s — teaching the "whole child." He was also the originator of a group of exercises for
"Spiritual Psychosynthesis" based on what we now call "role playing." These include: "on the
Legend of the Holy Grail," "on Dante's Divine Comedy," and "on the Blossoming of the Rose."

Assagioli's view of the human psyche included a progression from lower to higher order
"consciousness" (or thinking) which is similar to "New Age" ideas about the evolution of man
into a "collective consciousness." These ideas laid the philosophical foundation for character
education, values clarification, and consciousness-altering techniques used in the classroom. For
example, the "sick sixties" were hallmarked by the emergence of "transpersonal psychology," a
designation typified today by the statement, "I'm OK, you're OK." One of its promoters— and a
disciple of Roberto Assagioli — was Jack Canfield. Canfield's name appears on many education
curricula and training programs utilizing behavior modification for values clarification.

Significantly, Roberto Assagioli's selected appendices in Psychosynthesis include an article
entitled "Initiated Symbol Projection" (ISP) written by a German psychiatrist named Hans-
carl Leurner. According to a note by Assagioli, "Dr. Leurner now prefers to call his method
'Guided Affective Imagery'" — a form of guided imagery widely practiced in elementary and
secondary classrooms, business training sessions, counseling sessions, and religious services.
A description of what Leurner called his "psycho-diagnostic and psycho-therapeutic technique"
is provided:

The subject is seated in a comfortable chair or on a couch (lying down), asked to close his
eyes, and induced to relax... a light hypnoid state has proved valuable. Deep and regular
breathing. . . [t]hen, in a psychological state characterized by diminished consciousness of the
outer world, reduced conscious criticism and self-control, the subject is asked to visualize....
In the phenomenology of medical psychology, they are similar to "hypnogic visions."

[Ed. Note: The fact that guided imagery is a psychological technique raises a question regarding
its use in the classroom by teachers who are not professional therapists.]

The Sick Sixties : c. 1 966

75

1966

Psychology by Wilbert James McKeachie of the University of Michigan and CHARlotte

Lackner Doyle of Cornell University (Addison- Wesley Publishing Co., Inc.: New York, 1966) was
published. An excerpt from a chapter entitled "What Does a Psychologist Observe?" follows:

Watson's approach to psychology, with its emphasis on observable behavior, became known
as behaviorism. The major problem with this approach was that it excluded from psychol-
ogy some of its major concerns. No one can directly observe the motives, feelings, percep-
tions, thoughts, and memories of others. Re-defining thought in terms of muscle movements
made thought a measurable event, but ignored some of the properties of thought that make
it psychologically interesting. The behaviorists became committed to the study of muscle
movements in place of an analysis of thought, (pp. 4-5)

1967

The Computer in American Education edited by Don D. Bushnell and Dwight W. Allen
(John Wiley & Sons: New York, 1967) was published. Excerpts follow:

The technology for controlling others exists and it will be used, given the persistence
of power-seeking motives. Furthermore, we will need to use it, since the necessary social
changes cannot come about if the affected people do not understand and desire them.... How
do we educate "run-of-the-mill" citizens for membership in a democratic society?... How do
we teach people to understand their relationship to long range planning?... And how do we
teach people to be comfortable with the process of change? Should we educate for this? We
shall probably have to. But how?...

The need for educating to embrace change is not limited to youngsters.... Education
for tomorrow's world will involve more than programming students by a computer; it will
equally involve the ways in which we program... parents to respond to the education...
children get for this kind of world. To the extent we succeed with the youngsters but not
with the parents, we will have... a very serious consequence: an increasing separation of the
young from their parents.... It will have psychological repercussions, probably producing in
the children both guilt and hostility (arising from their rejection of their parents' views and
values in lifestyles), (p. 7)

Project Follow Through was initiated in 1967, funded under the Economic Opportunity
Act of 1 964, and carried out as a part of President Lyndon Johnson's "War on Poverty. " Follow
Through was administered by the U.S. Office of Education in the Department of Health, Edu-
cation and Welfare. One of the models of instruction examined in trial under Follow Through
was the Direct Instruction (DI) model developed by WC. Becker and Siegfried Engelmann.
Direct Instruction is based on the work of the late B.F Skinner of Harvard, Edward Thorndike
of Columbia University, and Ivan Pavlov of Russia, even though their works are not directly
quoted in the DI literature.

Alice M. Rivlin, 8 a member of the Brookings Institute staff, in a lecture entitled "Systematic

76

Thinking for Social Action" for the institute's H. Rowan Gaither Lectures Series at the University
of California at Berkeley (under the sponsorship of the Graduate School of Business Adminis-
tration and the Center for Research in Management Science, 1970), critically evaluated Project
Follow Through and its results. Following are excerpts from Rivlin's speech:

The Follow Through program is another example of a current attempt to use federal
funds to learn how to produce services effectively — in this case, services for young children.
Follow Through is a quasi-experiment, with a statistical design far less sophisticated than that
of the New Jersey income maintenance experiment. There was evidence that children could
move ahead rapidly in a good preschool program, but that when they were dumped back
into the same dismal slum school the gains were lost. The objective of Follow Through was
to determine whether the gains achieved through Head Start could be maintained through
special programs in the early years of elementary school.... The approaches were extremely
varied. The Becker-Engelmann program [Direct Instruction], developed at the University of
Illinois, emphasized intensive work with small groups of children on the cognitive skills that
deprived children often lack — verbal expression, reading, math skills. The methods involve
rapid-fire questioning of students by instructors with rewards in the form of praise and stars
for the right answers. It is a highly-disciplined approach and has been described as an intel-
lectual "pressure cooker."...

Since Follow Through was not a scientifically designed experiment, there is reason to
question whether valid conclusions can be drawn from it about the relative effectiveness of
the various approaches.... In any case, there are not enough projects of any type to support
definitive statements about what works best with different kinds of populations.

[Ed. Note: Although the evaluation of Follow Through cited some academic and self-esteem
gains at some Direct Instruction model sites, it would have been virtually impossible for these
gains not to have been made considering the models with which they were compared — the
non-academic focus of the "touchy-feely" open classroom. Had the Direct Instruction model
been in competition with a traditional phonics program which was not based on animal behav-
ioral psychology ("scientific, research-based"), it is most unlikely it would have been able to
point to any gains at all. Unsuspecting parents in the 1990s seeking more structured academic
education for their children than can be found in schools experimenting with constructivistic
developmental programs (whole language, etc.) are turning to DI, not realizing they are embrac-
ing a method based on mastery learning and animal psychology.]

Planning, Programming, Budgeting System (PPBS) was applied to education in 1967. During
Ronald Reagan's tenure as governor of California, PPBS was installed in the California school
system. The California Assembly passed AB 61 (1967) which authorized a pilot study of PPBS;
ACR 198 (1970) created the Joint Committee on Educational Goals and Evaluation; AAB 2800
(1971) and SB 1526 (1971) set up the essential PPBS subsystems to facilitate federal funding and
centralized control of state schools' goals, evaluation and management of all school programs
and people; AB 293 (1971), the "Stull Bill," provided for teacher evaluation; the California
State Board of Education approved Program Budgeting in a new California School Accounting
Manual (Phase I of PPBS); and Reagan signed AB 1207 (1973), giving the accounting manual
legal mandate in districts throughout the state. PPBS implementation in education (and in other
governmental functions) was given considerable impetus by Governor Reagan who "strongly
expressed" the intent of his administration to activate PPBS, a management tool of political

The Sick Sixties : c. 1 968

77

change through funding, in Implementing PPB in State, City and County: A Report on the 5-5-5
Project. (State-Local Finances Project of The George Washington University: Washington, D.C.,
June, 1969). This entry summarizes this Report, published in cooperation with: The Council of
State Governments, The International City Managers Association, The National Association of
Counties, The National Governors' Conference, The National League of Cities, and The United
States Conference of Mayors.

1968

B.F. Skinner: The Man and His Ideas by Richard I. Evans was published (Dutton and Com-
pany: New York, 1968). Evans's excellent critique of the totalitarian views of Professor Skinner
was funded by the National Science Foundation. Extensive quotes from this book are included
in Appendix XXIV. A few pertinent excerpts follow:

"I could make a pigeon a high achiever by reinforcing it on a proper schedule. ". . . His [Skin-
ner's] concern for what he believes to be the inadequacy of our formal education system led
to applying the principles of operant conditioning to a learning system which he called the
teaching machine, but Skinner's approach is concerned with more than merely methods and
techniques. He challenges the very foundations by which man in our society is shaped and
controlled, (p. 10)...

..."[F]or the purpose of analyzing behavior we have to assume man is a machine, (p.
24) ...You can induce him to behave according to the dictates of society instead of his own
selfish interest." (p. 42)...

..."I should not bother with ordinary learning theory, for example. I would eliminate
most sensory psychology and I would give them no cognitive psychology whatsoever [mean-
ing the students, ed.]." (p. 91)" ...It isn't the person who is important, it's the method. If the
practice of psychology survives, that's the main objective. It's the same with cultural practices
in general: no one survives as a person." (p. 96) "...It does bother me that thousands of teach-
ers don't understand, because immediate gains are more likely in the classroom than in the
clinic. Teachers will eventually know — they must [understand] — and I am more concerned
with promoting my theories in education [operant conditioning]." (p. 96) "...I should like to
see our government set up a large educational agency in which specialists could be sent to
train teachers." (p. 109)

In 1953 Skinner wrote Science and Human Behavior (Macmillan & Co. : New York, 1953) , within
which is found the following quote:

A rather obvious solution is to distribute the control of human behavior among many agencies
which have so little in common that they are not likely to join together in a despotic unit. In
general this is the argument for democracy against totalitarianism. In a totalitarian state all
agencies are brought together under a single super-agency.

[Ed. Note: Obviously, even before the U.S. Department of Education was established and orga-
nized teacher in-service training had taken a behaviorist (performance-based) turn, Skinner was
advocating these very operant conditioning methods in all phases of education. Beginning in
1965, the federal government implemented several teacher education programs based on per-
formance — performance-based teacher education — which would fulfill Skinner's plan. Skinner

78

was always more concerned with "how" teachers teach than with "what" teachers teach. The
reader should refer to Bettye Lewis's fine summary of the establishment of the Behavioral Sci-
ence Teacher Education Program (BSTEP) in Appendix V for descriptions of these programs.]

The May 1968 issue of the educational journal The Instructor ran an article by Dr. Paul
Brandwein, adjunct professor at University of Pittsburgh, entitled "School System of the Future"
which outlined the changes on the horizon relative to the relationship between children, parents
and schools. The following quotes will be of interest:

[Parents] often have little, if any knowledge of the rudiments of the human enterprise
we call teaching and learning, or even the elements of the behavioral sciences undergirding
child development.... The most formative years are what we call pre-kindergarten years....
Television can be utilized to provide the proper instruction [indoctrination] to the parent...
a minimum of an hour a day... continuing over four or five years... aimed at the parent to
equip him as "teacher. "

Learning is synonymous with environmental behavior change.... Learning... is the
modification of behavior through interaction with the environment.... [New school system
structure] would maintain continuity over some nineteen years, with three carefully articu-
lated periods of schooling... 1. Primary, with the first four or five years in the home with
"informed" parents as teachers; 2. Secondary, with parents as teacher aides; 3. Preparatory,
to be used differently for children with varying gifts and destinations.... The student would
be able to choose vocational training, studies related to semi-skilled occupation, or collegiate
work for the next four years, with one year given over to public service....

[P]rimary education with the parents as teacher has the aim of making the home a
healthy and healing environment.... Education must heal. If it does not heal and make strong,
it is not education.

Assume with me that education, as profession and enterprise, would join forces with
government and industry to support education of the parent in the mode, manner, and morality
befitting the early education of children. Teachers and behavioral scientists — psychologists,
psychiatrists, sociologists, students of child development — would be called upon. We have
common, indeed universal, communication with the home through radio, television, and
printed materials; and soon other aspects of electronic technology will be available.

The Secondary Years, beginning with kindergarten, concern themselves with the con-
cepts and skills required for effective participation in our society... In structure [emphasis
in original] , the curriculum might well be organized in terms of continuous and progressive
experience (synonyms: non-graded curriculum, continuous progress).... Grades (marks, scores)
as we know them would not be used, but there would be reports to the parents of child's
progress, similar to what some schools are doing now.

Each boy and girl would choose an area of public service coordinated with his gifts and
destination. Care of children, care of the aged and infirm, assisting in schools and in hospitals,
conserving our natural resources, could well be among such tasks. The major peace-seeking
and peace-keeping strategy of society is education. Peace is inevitable.

Learning and Instruction, a Chicago Inner City Schools Position Paper presented in June
of 1968 to the Chicago Board of Education, was produced by the planning staff in Chicago made
up of: Dr. Donald Leu, William Farquhar, Lee Shulman, and the Chicago and Michigan State
universities in collaboration. One reference used was Soviet Preschool Education, translated

The Sick Sixties : c. 1 968

79

by Henry Chauncey (Educational Testing Service, Princeton, N.J.). Excerpts from the Chicago
Mastery Learning Project position paper, Learning and Instruction, follow:

We view the child with his defined characteristics as input to a school organization
which modifies his capabilities toward certain goals and objectives as output. The school
organization is an optimal deployment of teachers employing a special subject matter who
attempt through instruction, with the aid of selected elements of the community, to achieve
specified outputs. The joint participation of the children, school and community leave none
of these elements unchanged....

This emphasis should be accomplished within the context of a truly ungraded structure
which we shall denote by the terms Continuous Development-Mastery Learning. This approach
has the following characteristics: (a) Beginning with Chicago's present concept of Continuous
Development, the objectives of the language arts curriculum must be much further differenti-
ated and articulated in the manner currently being conducted by Sophie Bloom [wife of the
late Benjamin Bloom] in Chicago, and Pittsburgh's Individually Prescribed Instruction Project.
In the Continuous Development-Mastery Learning approach, a large number of sequentially
designated objectives, tied into specific capabilities to be mastered by pupils, are identified.
This is done by curriculum development specialists in collaboration with instructional person-
nel. [References used in this paper were from the late Benjamin Bloom, John Carroll, Robert
Gagne, Robert Glaser and Henry Chauncey, ed.]

The following is an excerpt from an article published in Education Week, March 6, 1985
entitled "Half of Chicago Students Drop out, Study Finds: Problem Called Enormous Human
Tragedy":

Calling the dropout problem in Chicago "a human tragedy of enormous dimensions," a recent
study has found that almost half of the 39,500 public school students in the 1980 freshman
class failed to graduate, and that only about a third of those who did were able to read at
or above the national 12th grade level. "These statistics about the class of 1984 reflect the
destruction of tens of thousands of young lives, year in and year out," says the study, released
in January by Designs for Change, a nonprofit research and child-advocacy organization in
Chicago .... "Most of these young people are permanently locked out of our changing economy
and have no hope of continuing their education or getting a permanent job with a future,"
the authors wrote.

Professor Lee Shulman's involvement in the Chicago Mastery Learning disaster was,
however, quickly forgotten or considered unimportant. According to Education Daily of May
21, 1987— two years later:

Shulman, who heads Stanford's Education Policy Institute, last week was awarded $817,000
by Carnegie Corporation to develop over the next 15 months new forms of teacher assessment
materials that would be the basis of standards adopted by a national teacher certification
board.

The Education Daily article further discussed the requirement for teacher critique of the way
two textbooks treat photosynthesis and how they (teachers) developed a lesson plan based
on each one:

The teacher then would be directed to use the textbooks to tell the examiners how he

80

or she would teach students with varying religious, cultural and ethnic backgrounds.

Nine years later Education Week of October 23, 1996 reported Shulman again leading the
outcome-/performance-based teacher education bandwagon of social change agents:

His successful performance as developer of new forms of teacher assessment materials leads
to his being named President of the Carnegie Foundation for the Advancement of Teaching,
filling the vacancy created by the death last year of Ernest L. Boyer.

An excerpt from an October 21, 1996 New York Times article entitled "Carnegie Foundation
Selects a New Leader" emphasized Shulman's importance in the field of behavioral psychol-
ogy:

He [Shulman] has been a Guggenheim Fellow, a Fellow of the American Psychological
Association and a Fellow of the Center for Advanced Study in the Behavioral Sciences. He is
the immediate past president of the National Academy of Education and a former president
of the American Education Research Association.

In a 1968 speech entitled "The United Nations and Alternative Formulations — The Hard
Road to World Order," Richard Gardner, former U.S. deputy assistant secretary of state and
U.S. ambassador to Italy, provided an accurate forewarning and picture of the environment in
which Americans and citizens of other countries live today, explaining how the elitist planners
would, through the use of gradualism, succeed in their century-long plan to create a One World
Government. In an excerpt from the speech Gardner explains the following:

In short, we are likely to do better by building our "house of world order" from the bottom
up rather than the top down. It will look like a great, "booming, buzzing confusion," to use
William James's famous description of reality, but an end run around national sovereignty,
eroding it piece by piece, is likely to get us to world order faster than the old-fashioned frontal
attack.

Ethna Reid of the Granite School District, Salt Lake City, Utah received $848,536 in

federal grants under Title III of the ESEA in 1968 to develop the Exemplary Center for Read-
ing Instruction (ECRI), a Mastery Learning program. This grant far exceeded the legal cap on
federal education program funding at that time. In 1982 Reid claimed that her mastery learning
program "is undoubtedly one of those in greatest use today in the United States at all grade
levels, K-12." 9

The 120-page teacher pre-service training manual from ECRI was devoted to the training of
teachers in stimulus-response-stimulus/operant conditioning techniques (Skinner), and mate-
rials on the "adaptation of birds, monitoring forms before and after instruction" (observation
data sheet records). How to Teach Animals by B.F. Skinner and How to Teach Animals: A Rat,
a Pigeon, a Dog by Kathleen and Shauna Reid are both listed as teacher and resource materi-
als. The ECRI Teacher Training Manual cites the work of Siegfried Engelmann, the developer
of DISTAR (Direct Instruction System for Teaching and Remediation)/Reading Mastery, and

The Sick Sixties : c. 1 968

81

Direct Instruction in instructing teachers how to use operant conditioning, stimulus-response-
stimulus to get desired behaviors. Reviewed by the U.S. Department of Education's Joint Dis-
semination Review Panel (JDRP) and approved as an exemplary education program in 1974,
ECRI was promoted throughout the National Diffusion Network (NDN), the federally funded
transmission belt for controversial and mostly non-academic programs.

On May 5, 1984 the officers of the Arizona Federation of Teachers unanimously passed a
resolution — spearheaded by Ann Herzer, an Arizona teacher — which stated in part that mem-
bers of the Arizona affiliate

oppose such programs as ECRI, Project INSTRUCT and/or any other programs that use oper-
ant conditioning under the guise of Mastery Learning, Classroom Management, Precision
Teaching, Structured Learning and Discipline, and petition the U.S. Congress for protection
against the use of such methods on teachers and students without their prior consent.

The Arizona resolution was supported by Dr. Jeanette Veatch, internationally known expert
in the field of reading, who in a July 1980 letter to Ann Herzer called the ECRI program "a more
modern version of breaking children to the heel of thought control. ... It is so flagrantly dangerous,
damaging and destructive I am appalled at its existence. " Unfortunately, Albert Shanker, then
president of the national American Federation of Teachers (AFT), tabled the Arizona affiliate's
resolution at AFT's August, 1984 national convention in Washington, D.C.

With this historical perspective in mind, consider an article which appeared in Education
Week September 6, 1997 entitled "New AFT President Urges Members to Help Floundering
Schools. " The late Albert Shanker would be pleased that the AFT continues to support Skinner-
ian mastery learning/direct instruction, for the article states in part: "Also featured [at AFT's
QUEST Conference] was Direct Instruction, a scripted set of lessons used for teaching at-risk
students."

John Goodlad's article, "Learning and Teaching in the Future," was published by the

National Education Association's journal Today's Education in 1968. Excerpts from Goodlad's
article follow:

The most controversial issues of the twenty-first century will pertain to the ends and means
of modifying human behavior and who shall determine them. The first educational question
will not be "what knowledge is of the most worth?" but "what kinds of human beings do we
wish to produce?" The possibilities virtually defy our imagination.

TECHNOLOGY OF TEACHING BY B.F SKINNER WAS PUBLISHED (PRENTICE HALL: NEW YORK, 1968)

and became part of the educational lore of the day. An excerpt follows:

Absolute power in education is not a serious issue today because it seems out of reach. How-
ever, a technology of teaching will need to be much more powerful if the race with catastro-
phe is to be won, and it may then, like any powerful technology, need to be contained. An
appropriate counter control will not be generated as a revolt against aversive measures but
by a policy designed to maximize the contribution which education can make to the strength
of the culture. The issue is important because the government of the future will probably

82

operate mainly through educational techniques, (p. 260)

[Ed. note: Skinner was 100% correct. The government in 1999 "operates mainly through edu-
cational techniques." Those individuals and agencies conforming with government policies,
criteria, etc., are rewarded, whereas those who do not conform are either ignored or denied
special privileges and funding. In the late twentieth century, following the philosophy of B.F.
Skinner that the "environment is all," all evil is attributed to the environment and no one is
held responsible for his actions.]

"The Foundation Machine" by Edith Kermit Roosevelt was published in the DEcember 26,
1968 issue of The Wanderer. In this important article Mrs. Roosevelt discussed problems that
had been created by the Carnegie Corporation's new reading program as follows:

Even now the Carnegie Corporation is facing protests from parents whose children are exposed
to the textbooks financed by the foundation under its "Project Read." This project provides
programmed textbooks for schools, particularly in "culturally deprived areas." An estimated
five million children throughout the nation are using the material in the programmed text-
books produced by the Behavioral Research Laboratories, Palo Alto, California. This writer
has gone over these textbooks in the "Reading" series financed by the Carnegie Corporation
and authored by M.W. Sullivan, a linguist. These foundation-funded books reveal a fire pat-
tern that amounts to an incitement to the sort of arson and guerilla warfare that took place
in Watts, Washington, D.C., and elsewhere. On one page in the series we find a torch next
to a white porch. The caption reads invitingly, "a torch, a porch." Further along there is a
picture of a man smiling while he holds a torch aloft. The caption beneath it reads: "This
man has a t_rch in his hand." The children are required as an exercise to insert the missing
letter to fill in the word torch. The next picture shows the burning torch touching the porch,
with a caption, "a torch on a porch." Thus, the children are led in stages to the final act that
suggests itself quite naturally. The picture in the series shows a hand moving the hands of
a clock to twenty-five minutes past one, while this same shack is being devoured by flames.
The message is plain: an example of a man who deliberately commits the criminal act of set-
ting a home on fire. Tragically, these young children are being indoctrinated with a pattern
of anti-social ideas that will completely and violently alienate them from the mainstream of
American middle-class values.... Other pictures in the Carnegie-funded supposedly educa-
tional texts include a comparison of a flag with a rag, the ransoming of an American soldier
in a Chinese prison, a picture that shows people kneeling in a church to say their prayers
beside a picture of a horse being taught to kneel in the same way, a reference to a candidate
elected to public office as a "ruler," a picture of a boy stealing a girl's purse, and another boy
throwing pointed darts at a companion whom he uses as target practice.

Understandably, the Carnegie-financed books are causing concern to local law-enforce-
ment officials, many of whom have to cope with riot or near-riot conditions. Ellen Morphonios,
prosecutor for Florida in its attorney's office, and a chief of its Criminal Court Division, said
recently: "It's a slap in the face and an insult to every member of the Negro community, saying
that the only way to communicate with Negro children is to show a robber or violence. It's
like subliminal advertising. If this isn't subversive and deliberately done as part of a master
plan.... Only a sick mind could have produced it."

Repeated instances of this type of anti-social activity obviously constitute a strong argu-
ment for removing the tax-exempt status of these educational foundations, and for curbing
their activities by Federal regulations and Congressional oversight.

The Sick Sixties : c. 1 968

83

[Ed. Note: The programmed textbooks used in Project Read are based on Skinnerian animal
psychology. Programmed instruction calls for individualized instruction/self-instruction (pro-
grammed books and or teaching machines) and differs from the lecture/discussion method of
teaching where the teacher, not the program, is the dispenser of knowledge.]

Agenda for the Nation, edited by Kermit Gordon (Brookings Institution: WASHington,
D.C., 1968) and funded by the Ford Foundation, was published. Ralph Tyler's article "Invest-
ing in Better Schools" (pp. 207-236) was included in the compilation of articles which were
written as a contribution to public discussion and debate as a new president and a new Con-
gress assumed their responsibilites. Other contributors included: Stephen K. Bailey, Kenneth
B. Clark, Clark Kerr, Henry A. Kissinger, Edwin 0. Reischauer, and Charles L. Schultze. The
following excerpted recommendations from Tyler's article which refer to the Certificate of Initial
Mastery, no more Carnegie Units, the Eight- Year Study and outcome-based education, read like
pages out of Goals 2000: Educate America Act and reports prepared by Marc Tucker's National
Center on Education and the Economy, the Secretary's Commission on Achieving Necessary
Skills (SCANS), etc. — all of which are involved in the socialistic restructuring of the nation's
schools and economy:

What is required is a major effort to furnish high school students with significant adult activi-
ties — job programs, community service corps experience, work in health centers, apprentice
experience in research and development, and in staff studies conducted by public agencies.
It will be necessary to redesign the high school in order to open it to the community and to
utilize many kinds of persons in education. The school will need to serve a wider range of ages
and allow students to vary the amount of time devoted to studies. To supply a substitute for
grades and credits as qualification for employment opportunities, a certification system will
need to be developed to validate the student's competence in various major areas. This will
also tend to reduce the emphasis upon purely formal requirements such as class attendance
and the completion of prescribed courses.

1968-1969. Narrative Report of Project Funded under Title III, Elementary and Sec-
ondary Education Act (FY 1969)— Title of Project: OPERATION PEP, a Statewide Project to
Prepare Educational Planners for California (U.S. Office of Education Grant Award No. OEG
3-7-704444410-4439, 7-1-68 to 6-30-69. $299,457 grant to San Mateo County Superinten-
dent of Schools, Redwood City, California, Project Director: Donald R. Miller) was compiled
and registered with the U.S. Office of Education in the Department of Health, Education and
Welfare. An excerpt from this report follows:

Major Objectives: The objectives of Operation PEP have been specified with respect for
the educational needs of society and the role requirements of professional educators. They
include: (1) to plan, develop, validate, and implement an instructional program for educa-
tional planners and managers featuring a system approach to educational management; (2)
to establish an orderly diffusion process for system approach concepts, principles, and pro-
cedures involving key agencies, organizations, and individuals; (3) to provide assurance that
the program developed by Operation PEP will be continuously renewed and presented, and
(4) to promote the utilization and adoption of a system approach to educational management

84

and educational leaders in California.

[Ed. Note: Mastery learning/direct instruction fits into PPBS systems management, Manage-
ment by Objectives (MBO) and computer-assisted instruction as a hand fits into a glove. OBE
in 1999 is Operation PEP in 1968. California's teachers' union was adamantly opposed to its
enabling legislation and to Operation PEP in general.]

1969

Pacesetters in Innovation: Cumulative Issue of All Projects in Operation as of February
1969 under Title III, Supplementary Centers and Services Program, Elementary and Second-
ary Education Act of 1965 (U.S. Department of Health, Education and Welfare: Washington,
D.C.,1969) was published. This incredible 584-page catalog of education programs gives
abstracts of innovative programs dealing with humanistic education; i.e., values clarification,
self-esteem programs, individualized education, open classroom, etc. Shirley Correll, Ph.D.,
president of Florida's Pro-Family Forum, wrote "An Evaluation of HEW's Publication Pacesetters
in Innovation" which said in part:

A thorough evaluation of HEW's 584-page publication, Pacesetters in Innovation, is
alarming, even to one accustomed to the thrust of today's public schools, and even more
interesting when placed in its proper perspective of total HEW funding. It is described as
a program "to support supplementary education centers and services, guidance counseling
and testing" on state and local levels. These PACE programs (Projects to Advance Creativity
in Education) describe "Psychotherapy," "Behavior Modification," "Psychoeducation Clin-
ics," "Changed Parent-Student Relationships," "Total Environmental Control," "Humanistic
Curriculum," "Sensitivity Training," and attitudinal measuring devices, ad nauseam. One
program discusses "Experimental Buses featuring multichannel programming, individual
receivers and active response opportunities (allowing audio presentations of cognitive and/or
affective [emotional] instructional materials." Could it be that there's more to this busing
than integration?

I found that PACE'S direction was to "organize the process of change to restructure and
reorganize the school system." Many different methods were used to accomplish this. Teach-
ers are subjected to "Sensitivity Training" and "Change Agentry" training (an educational
term used to describe the role of group leader as that of changing the attitude of students and
others), not only to condition the teachers to new philosophies, but to "spread their influence
to others in their own district and throughout the state via various visitation programs."

Through the influences of these and various other programs, "structured or graded
classes are systematically phased out and replaced by ungraded individualized instruction"
(which ultimately becomes the opposite of individualized instruction as all children eventu-
ally are fit to a pre-conceived mold or norm by computerized assessment).

The Role of the School in the Community was published (Pendell Publishing Co.: Midland,
Michigan, 1969). This slim 136-page book, edited by Dr. Howard W. Hickey, Dr. Curtis Van
Voorhees, and associates, was "written to serve as a much-needed textbook for teachers and

The Sick Sixties : c. 1969

85

students in Community Education; and to serve as a handbook on Community Education for
school officials and community education leaders." The following excerpts are from The Role
of the School in the Community:

Chapter III. An Overview by Jack D. Minzey and Clarence R. Olsen

As the social forces have sought to bring action to bear on community problems, the need
for a vehicle of action has become apparent. Not all groups have identified the most effective
means of implementing their programs structured about community problems, but a number
of influential persons and groups are aware of the community education concept and are
extremely optimistic about its possibilities as the means by which their goals of social engi-
neering can be accomplished, (p. 40)

Chapter VI. A Developmental Process by Curtis Van Voorhees

When a community school director attempts to identify courses to be included in the ques-
tioning process it is important to remember, as previously mentioned, that people are typi-
cally unable to identify many of their own problems and needs. While they may sometimes
be able to identify what they want in the way of a class, it is unlikely that many people who
need assistance in preparing nutritious meals are aware of that fact. And parents who are
in need of information about child health practices are unlikely to recognize that they need
such help. So it must be remembered that the simple existence of a problem does not guar-
antee its recognition by the person with the problem. Community school coordinators must,
therefore, develop a questioning form which will get at the unidentified problems of people
without unduly alarming or offending the respondent; they must seek to solicit information
from people which will allow community school coordinators to plan better programs for the
people they attempt to serve — programs that will hopefully change, in a positive way, the
attitude, behavior and life style of the community residents.

[Ed. Note: The term "community education" is rarely used today due to its socialistic philoso-
phy causing extreme controversy in the 1960s, 1970s and early 1980s. The average American
rejected the notion that the community was there to serve his/her needs and that decision-
making by unelected councils was acceptable or perhaps preferable to decision-making by
elected officials. The change agents wisely dropped the label and now use terms such as "com-
munitarianism," "participatory democracy," "site-based management," "school-based clinics,"
"year-round schools," Hillary Clinton's It Takes a Village to Raise a Child concept, all of which
are individually or collectively Community Education. As Anita Hoge, a well-known education
researcher, says, "It doesn't take a village to raise a child unless you live in a commune." At
a Community Education Conference held in Washington, D.C. in 1976 a community educator
from Alaska stated that "community education could be likened to the system in Russia and
China." 10 ]

Master Plan for Public Education in Hawaii— Toward a New Era for Education in Hawaii
was published in 1969 by the State of Hawaii Department of Education, Honolulu, Hawaii. This
publication was partially funded under Title V, Sec. 503, P.L. 890-10 (U.S. Office of Education).
Excerpts follow from this extraordinarily frank Master Plan which would serve as a model for
the rest of the nation:

Implications for Education... Second, the computer will enhance learning.... The teacher will
operate as a manager.... The teacher will have a ready record of each student's performance

86

and a ready access to the information the student needs during each stage of his progress.
(P- 36)

Perhaps we must go significantly beyond the present, minimum family educational programs
that candidly discuss interpersonal relationships, family conflicts and tensions, counseling
and rehabilitation services and the many areas that need to be explored between a man, a
woman, and their children, (p. 46)

The task of the schools during the past stable, relatively unchanging world was to emphasize
fixed habits, memorization of facts, and development of specific skills to meet known needs.
But for a future which will include vast changes, the emphasis should be on how to meet
new situations, on the skills of research, observation, analysis, logic and communication,
on the development of attitudes appropriate to change, and on a commitment to flexibility
and reason, (p. 50)

Behavioral sciences subject matter should form a part of our modern curriculum to provide
a basis for self knowledge and behavioral concepts.... Study of ethical traditions, concepts
and changes in value structure should be emphasized.... Department of Education should
experiment with the group therapy, role playing and encounter group approach that are pro-
fessionally planned and conducted, as a basis for understanding other people, races, cultures
and points of view. (pp. 51-52)

From the point of view of the teacher, individualized instruction should provide for opportuni-
ties to diagnose the learning styles, and strengths and weaknesses of pupils; direct assistance
by skilled counselors, psychologists, social workers and physicians will assist in accurate and
meaningful diagnosis.... The Department should adopt team teaching and non-gradedness as
the basic approach to classroom instruction. The present system of age and grade classification
of students is excessively rigid and not conducive to individualized instruction. A non-graded
approach, therefore, on a K-12 basis, is sought as an ultimate goal. (p. 54)

The school system will seek financial support of educational programs on the basis of edu-
cational outputs, that is, the improvement, growth and changes that occur in the behavior of
the pupil as a result of schooling, (p. 55)

This school system will systematically study the benefits of any promising non-educational
input to enhance learning. Recent discoveries from the field of bio-chemistry suggest that
there already exists a fairly extensive class of drugs to improve learning such as persistence,
attend veness, immediate memory, and long term memory... The application of biochemical
research findings, heretofore centered in lower forms of animal life, will be a source of con-
spicuous controversy when children become the objects of such experimentation. Schools will
conceivably be swept into a whole new area of collaboration in research with biochemists
and psychologists to improve learning. The immediate and long-term impact on teaching as
well as on learning and the ethical and moral consequences of extensive use of chemicals
to assist in the learning process must be studied extensively... The Department should initi-
ate a long term, continuing series of discussions with individuals directly associated with
these research efforts. Lay persons from our community should be an integral part of these
discussions, (p. 56)

The Department should take the initiative to establish a state compact of all agencies with
responsibilities in education in this state. The purpose of such a compact will be to coordi-

The Sick Sixties : c. 1 969

nate planning and execution of educational programs.... Assuming that the basic period of
schooling required for the youth of Hawaii may remain at twelve years, extending the school
day and the school year may be the solution to this pressing problem. Some of the benefits
which can be anticipated from an extended school year and a school day are: An improve-
ment in economic and professional status of our teachers,... an increased use of facilities and
equipment. School facilities will be in use throughout the year.... (p. 62)

That our system of values should change as the conditions in which these values find their
expression change is evident in history. . . . Our past also has shown that society courts trouble
when it clings stubbornly to outmoded values after experience has clearly shown that they
need to be revised. For example, developments in our society have now cast considerable
doubts on the worth of such deep-seated beliefs, still held strongly in some quarters, as
extreme and rugged individualism or isolationism in international affairs. While values tend
to persist, they are tentative. They provide the directions basic to any conscious and direct
attempt to influence pupil behavior.... Some will argue, of course, that direct and purposeful
effort at changing value orientations of pupils is no concern of the schools. But from what
we know of the pupil and his development, the school is inescapably involved in influencing
his moral values and ethical structure, (p. 63)

The roles and responsibilities of teachers will change noticeably in the years ahead. By 1985
it should be more accurate to term a teacher a "learning clinician" for the schools will be
"clinics" whose purpose is to provide individualized educational and psychological "services"
to the student. 11 (p. 69)

However, in the spring of 1967, the Department undertook to install a new "System," more
commonly referred to as "PPBS." This sophisticated system of budgeting was crystalized
in the federal defense agency during the early 1960's, and has, since 1965, been formally
adopted by all departments within the federal government.... From a long-range standpoint,
PPBS is surely the direction we must move toward if we are to do more than survive in a
rapidly approaching computerized world.... However, operationally, there are several reasons
why the entire PPBS anatomy cannot be totally... operable at this time. Although some of
the problems are due to the system itself, most are due to the present undeveloped state of
the educational industry. Some of these factors are: While we accept the PPBS concept, we
must constantly be mindful that the system is a tool of management, not an end in itself,
not a panacea or solution for all our management problems. Further, it should never be
considered a replacement for experienced human judgment, but only an aid in arriving at
sound judgments... in the field of education, which deals primarily in human behavior, there
is almost no reliable research data on causal relationships. We do not know exactly why or
how students learn.... Cost/effectiveness analysis which lies at the heart of PPBS is virtually
impossible without this kind of data.... As can readily be seen, the multiplicity and complexity
of objectives and the difficulty of quantifying human behavior makes it exceedingly difficult
to state our objectives in the manner specified by PPBS.... Another significant problem — this
time to do with PPBS — is that it does not formally allow for value consideration. And yet,
values — academic, economic, political, social, esthetic — appear to play a crucial role in the
decision-making process. But how do we quantify values? How do we negotiate conflicting
values? What will be the proper mix of values and how do we factor it into the array of alter-
natives and the decision-making process? These are vital questions that must be answered if
we are to rationalize the decision-making process, (pp. 96-97)

Mount a comprehensive and continuing effort to develop standards and a system of mea-

88

surement that will permit effective evaluation of student and Department of Education per-
formance, (p. 98)

[Ed. Note: PPBS and MBO are essentially the same as TQM. At a 1992 Total Quality Management
(TQM) in Education Conference in St. Paul, Minnesota — sponsored by the National Governors'
Association and attended by the writer — a representative from IBM stated that TQM is a more
"sophisticated, refined form of PPBS."]

In 1969 Don Davies, former Deputy Commissioner of Education for the U.S. Office of Edu

cation and editor of Communities and Their Schools, wrote "Changing Conditions in American
Schools" as part of the "Elementary Teacher Training Models," a section of the Behavioral Sci-
ence Teacher Education Program (U.S. Office of Education, Department of Health, Education
and Welfare [developed at Michigan State University under HEW grant]: Washington, D.C.,
1969). The following are excerpts from "Changing Conditions in American Schools":

(1) Moving from a mass approach to an individual approach in education;

(2) Moving from an emphasis on memorizing to an emphasis on the non-cognitive,
non-intellectual components of life;

(3) Moving from a concept of a school isolated from the community;

(4) Moving from a fear of technology to using machinery and technology for educational
purposes;

(5) Moving from a negative to a positive attitude towards children who are different;

(6) Moving from a provincial perspective of the world in education to a multicultural
perspective;

(7) Moving from a system characterized by academic snobbery to one which recognizes
and nurtures a wide variety of talents and values; and

(8) Moving from a system based on serving time to one which emphasizes perfor-
mance.

[Ed. Note: 1, 2, 4, 7, and 8 should be familar to the reader. They represent OBE/ML/DI and
technology. Numbers 5 and 6 are global education/values education.]

Professor Dean Corrigan, in a 1969 speech before the 22nd Annual Teacher EDUCAtion

Conference at the University of Georgia, predicted that "teaching machines will pace a student's
progress, diagnose his weaknesses and make certain that he understands a fundamental concept
before allowing him to advance to the next lesson."

[Ed. Note: Skinner said "computers are essentially sophisticated versions of the teaching
machines of the 1960s... programmed learning." (See Education Week 8/31/83.)]

A Report from the State Committee on Public Education to the California State Board
of Education — Citizens for the 21st Century — Long-Range Considerations for California Elemen-
tary and Secondary Education (California State Assembly: Sacramento, California, 1969) was
prepared by Professor John I. Goodlad. Funded by the Elementary and Secondary Education
Act of 1965, the Report states:

The Sick Sixties : c. 1969

89

Experimentation, Innovation, Implementation.

We have seen that mechanisms are needed for systematically determining the appropriate
responsibilities of local, state, and federal education agencies. Similarly, we need mechanisms
for systematically determining the kinds of human beings to be developed in our schools.
Such mechanisms do not now exist in this state or any state. We need, too, mechanisms for
appraising the quality of innovations and for systematically determining how a full range of
projects might be put in a single school, (p. 471)

Improving Educational Assessment and an Inventory of Measures of Affective Behavior
by Walcott H. Beatty, chairman and editor (Association for Supervision and Curriculum Devel-
opment Commission on Assessment of Educational Outcomes [NEA Stock No. 611-17804]:
Washington, D.C., 1969) was published. A chapter entitled "The Purposes of Assessment" by
Ralph Tyler, "the father of educational assessment," was included in this important book. The
following excerpts relate primarily to the principle of transfer in learning:

The function of the school's teaching is to develop young people whose behavior outside
the classroom is effective and significant. Therefore, in appraising the relative effectiveness
of curriculum materials or programs, one goes beyond a checking of program and purpose
to consider whether the learnings are generalizable to life outside the school. The Progres-
sive Education Association's Eight- Year Study, for example, followed a group of high school
graduates into college and occupational roles to learn the extent to which they were able to
utilize ways of thinking, feeling, and acting that the school had tried to develop....

We are all familiar with the general principle that any measures of education should
be based upon educational objectives — what kind of learning are we seeking? Thirty-eight
years ago, when Paul Diederich and I began some of these efforts in the Progressive Educa-
tion Association, much was said about determining educational objectives. We talked about
educational objectives at a level so general that such objectives represented desirable and
attainable human outcomes. Now, as the people from conditioning have moved into an
interest in learning in the schools, the notions of behavioral objectives have become much
more specific...

As far as I know, one cannot very well teach a pigeon a general principle that he can
then apply to a variety of situations. The objectives for persons coming out of the Skinnerian
background tend to be highly specific ones. When I listen to Gagne, who is an intelligent and
effective conditioner, talk about human learning objectives, I wince a good deal because he
sets very specific ones. I know that we can attain levels of generalization of objectives that
are higher than that....

As a graduate student at Chicago 42 years ago, I did a study with Judd, who was at
that time arguing with Thorndike over the principle of transfer in learning. Thorndike had
demonstrated that transfer was not automatic among the formal disciplines; a person could
take a course in Latin and not be able to handle other kinds of languages any more effec-
tively. Thorndike reached the conclusion that every objective had to be very specific, like
conditioning objectives. His first treatise on the psychology of arithmetic established some
3,000 objectives for elementary school arithmetic. Judd, however, had come out of the social
psychology tradition, having studied with Wundt at Leipzig. His view was that generalization
was not only possible but was essential in education. The task he assigned me was to check
on Thorndike's view that the addition of every one of the 100 pairs of one-digit combinations
had to be practiced by the learner before he could add all of the pairs. The design of my study
was to take the principles of grouping for addition and help pupils see them. I noted that

90

five and two, and six and one, and zero and seven and three and four all total seven and had
the students practice 21 out of the 100, emphasizing that each operation illustrated a general
principle. I found that the youngsters in the experimental group who had practiced on only
21 illustrations did just as well on the average over the sample of the total 100 as the pupils
who had practiced systematically every one of the 100....

The possibility of generalization is of course not new to the reader of this booklet. In
curriculum development we now work on the principle that human beings can generalize,
so they do not have to practice every specific. The question is at what level of generalization
do we set up objectives. There are overgeneralizations you can immediately see; for example,
the use of "you" for both singular and plural forms often confuses students in grammar exer-
cises. The problem of the effective curriculum maker and teacher is to figure out the level
of generalization that is possible with a certain child or a certain group, then to establish
objectives based on reaching that level of generalization. You will have twenty objectives
perhaps, but not more. The conditioning view, based upon specific situations and practices,
may involve several hundred objectives for a course because specific practices must be used
to accomplish each aspect of the conditioning, (pp. 8-9)

"U.S. Plan to 'Take Over' Grade Schools Intimated" by John Steinbacher was an article
which appeared in the Anaheim Bulletin (Anaheim, California) in 1969. Excerpts follow:

Is the U.S. Office of Education, a division of the Department of Health, Education and Welfare,
poised for a total takeover of every elementary school in the nation?

That was indicated Thursday in a federally funded project at Cal State, Fullerton by
Bernard Kravett, a professor at the school who took part last year in a federally funded proj-
ect at the University of Washington. Known as the Tri-University Project, three universities
were involved in a massively funded federal project to restructure the entire higher education
system for training teachers, which, in effect, would make local elementary schools only a
subsidiary arm of the federal government.... This system, to be called Teacher Preparation
Experienced Systematically, is to be instituted at once.... All teacher training institutions will
operate jointly with local school districts and teacher organizations to "establish performance
criteria which become behavioral objectives." ...Students in colleges who are studying to
be teachers will be placed in "clinical settings," where there will be a clinical counselor for
each 12 students....

As the teacher trainees progress through the four-year course, they will be constantly
assessed by testing and performance criteria, as well as constantly counseled by the trained
psychologists.... At the end of each year, the teacher trainee will either pass on to the next
level or will be recycled to take additional work in the areas in which he is found deficient....
The new approach is to stress attitudinal changes on the part of the teachers and the stu-
dents....

Built into the system is a strong emphasis on the findings of the behavioral scientists.
Teacher trainees will be counseled into becoming a "good team member on the faculty," and
those who cannot adapt to "teamstanding" will be washed out of the teacher courses. The
teacher is to learn how to "carry out the order of the team and the team leader. " . . .The purpose
of the so-called college activities will be to "build on behavioral objectives in order to help
children find out who they are and help the child in his quest for identity. All education will
be built on behavioral tasks rather than on course credits and grade point averages," he said.
Kravett said the federal government had financed nine universities to come up with "programs"
and it is from these programs, largely developed in behavioral science laboratories, that the

The Sick Sixties : c. 1969

91

new elementary program will come. California, he said, has a long way to go to catch up
with the rest of the nation in accepting this new program. However, he said the government
was spending "fantastic amounts of money and the Federal Government is totally behind it,
pushing it and providing all the money you can possibly need." (p. 4)

The National Assessment of Educational Progress (NAEP), mandated by the U.S. Con-
gress, was initiated in 1969. NAEP has periodically "assessed" (monitored the knowledge,
skills, and performance of) students aged 9, 13, and 17, as well as various grade levels. The
subject areas assessed have included: reading, writing, mathematics, science, citizenship, U.S.
history, geography, social studies, art, music, literature, computer competence, and career and
occupational development. NAEP also has collected background information from students,
teachers, and administrators, and has related these data to student achievement. The Educa-
tional Testing Service (ETS) in 1983 took over the contract to administer the NAEP from the
Carnegie Corporation-spawned Education Commission of the States. This move effectively
kept Carnegie in control of educational assessment, since it was the Carnegie Foundation for
the Advancement of Teaching (a subdivision of the Carnegie Corporation) which had provided
the $750,000 initial endowment (start-up funds) to launch ETS in 1947. Through an agree-
ment between the American Council on Education, the Carnegie Foundation and the College
Entrance Examination Board, all of whom turned over their testing programs and a portion of
their assets to ETS, the move to establish Educational Testing Service as the primary provider
of testing material was accomplished.

In 1988 Congress established the National Assessment Governing Board (NAGB). The
purpose of NAGB was to provide policy guidance for the execution of NAEP. The board was
composed of nationally and locally elected officials, chief state school officers, classroom
teachers, local school board members, and leaders of the business community, among others.
Specifically, NAGB has been charged by Congress to perform the following duties: select subject
areas to be assessed; identify appropriate achievement goals for each age group; develop assess-
ment objectives; design a methodology of assessment; and produce guidelines and standards
for national, regional, and state comparisons.

Over a period of three decades research for Education for Results: In Response to A

Nation at Risk, Vol. 1: Guaranteeing Effective Performance by Our Schools was conducted by
Robert E. Corrigan, Ph.D., and Betty 0. Corrigan. 12 This final publication was published in 1983
for the Reagan Administration's use. Rather than being the protection from harmful innova-
tions that concerned parents had been promised, this report actually served as a springboard
for implementing OBE. This writer is including it under the "Sick Sixties" since most of the
programs comprising experimentation history (pilot OBE/ML/DI programs, including one in
Korea) were, in the words of the Corrigans, implemented "across our country over a period of
22 + years (1960-1983)." (For more complete understanding of the impact of this study, see
Appendix VI.)

Endnotes:

1 John Goodlad, "A Report from the State Committee on Public Education to the California State Board of Education — Citizens
for the Twenty-first Century — Long Range Considerations for California Elementary and Secondary Education," 1969.

2 The function of the National Diffusion Network has been distributed throughout the U.S. Department of Education's organiza-

92

tional subdivisions. The dissemination process is now carried on by individual offices and their projects. This was done as a
result of the "Reorganization of Government according to the Malcolm Baldridge Award criteria" [TQM) under Vice President
Al Gore's supervision.

3 This is another term, used in this publication, for today's "self-esteem."

4 The writer recommends that those readers interested in the radical, leftist substance of "Recommendations for Delphi Discus-
sion Groups," contact K.M. Heaton whose Road to Revolution contains information on this subject. See Resources for Heaton's
address.

5 The reader should turn to the inside cover of this book for the excellent cartoon by Joel Pett which carries the title "Consolida-
tion."

6 "Harrison Bergeron" has been made into a video, available at your local video store.

7 Dan Smoot was a former Harvard professor who served for 9-1/2 years in the Federal Bureau of Investigation.

8 Alice Rivlin later became director of the Congressional Budget Office, and presently serves as the chairman of the Board of
Control for the District of Columbia.

9 Ethna Reid was quoted in Dennis Bailey's article "Learning to Read the ECRI Way" for the January 8, 1982 issue of The Maine
Times.

10 Audio tape of meeting from personal file of researcher who attended conference.

11 In the January 1969 issue of Today's Education, journal of the National Education Association, two professors of education at
Indiana University refer to schools of the 1970s as "clinics, whose purpose is to provide individualized psychosocial 'treatment'
for the student."

12 The Corrigans' organization is: SAFE Learning Systems, Inc., P.O. Box 5089, Anaheim, CA 92804.

6

THE SERIOUS SEVENTIES

"P

Vyoncerned with grave, important, or complex matters, problems" and "giving
cause for concern" are two out of five definitions given in Webster's Dictionary for the word "seri-
ous" which definitely apply to this chapter, "The Serious Seventies." Unfortunately, since the average
American was purposely kept in the dark about what was taking place, being able "to be concerned"
was an impossibility. To the change agents roaming the education landscape, "change" was the goal,
and the end justified the means, even if it meant misleading through semantic deception the parents
and taxpayers who paid the bills and provided the resources — the children and teachers upon whom
the change agents would experiment.

"The Serious Seventies" contains excerpts from important government documents, education
journal articles, professional papers, and critiques by key educationists regarding the major components
of reform planned for the end of the century as a result of federal legislation passed in the 1960s. From
a study of the key documents one detects a vigorous tug-of-war taking place at the highest decision-
making levels in education. Stringent debate was carried on regarding the pros and cons of the use of
systematic planning and technology in an area of human endeavor (education) which until this time
had had relatively little interference from political, social and economic planners (social engineers) .
State commissioners of education, local education agency superintendents, and especially teachers
and school boards had been able to make decisions at the state and local level — decisions which they
considered to be in the best interest of students and the communities in which they lived and worked.
But "change" was the name of this serious new game.

A careful reading of "The Serious Seventies" documents, especially the 1972 Association for

93

94

Educational Computing and Technology (AECT) report entitled The Field of Educational Technology:
A Statement of Definition (October, 1972), has convinced this writer that significant resistance to goal
setting, systems management, computer-assisted instruction, etc., which existed at the beginning of
the 1970s was, unfortunately, overcome. For instance, the above-referenced document contained the
following most important warning regarding the use of technology in the classroom; a warning that,
evidently, was not heeded in the years to come. The warning read in part:

It should be clear that the concerned professional does not have to be a "liberal," or a
"conservative." The concerned professional must, however, show moral sensitivity to the
effect of what he or she does [in the field of technology] . It does not matter what position
an individual comes to as long as it is not "I'll do it because it can be done."

The above recommendation relating to the ethical use of technology in the classroom was evidently
ignored by the change agents who decided instead that "We'll do it because it can be done."

In 1971 Phi Delta Kappan published a paper entitled Performance-Based Teacher Education
[PBTE]: What Is the State of the Art? This paper spelled out the raison d'etre for the transition from
teacher education based on knowledge of subject matter to teacher education based on the ability
to "perform" in the classroom. Skinnerian methods adopted by Madeline Hunter and others would
become the foundation for future teacher training and accreditation, and ultimately the method for
workforce training. This paper makes it all too clear that the purpose of PBTE was to "lower standards"
so that the teaching profession could be more "inclusive" — or so "they" said. However, this writer
believes inclusion was more than likely the cover (excuse acceptable to those who believed in equal
opportunity) to install the performance-based system necessary for the eventual implementation of the
school-to-work polytech system planned in 1934 and activated in the 1990s. From this time forward,
the deliberate dumbing down would proceed with a vengeance.

During "The Serious Seventies" the ship of education set a new course. Navigating these new
waters would require a new chart, one entirely different from that used in the past.

1970

A Prohibition against Federal Control of Education, Section 432, General EDUcation
Provisions Act (GEPA), was enacted in 1970 and reads as follows:

Sec. 432. No provision of any applicable program shall be construed to authorize any depart-
ment, agency, officer, or employee of the United States to exercise any direction, supervision,
or control over the curriculum, program of instruction, administration, or personnel of any
educational institution, school, or school system, or over the selection of library resources,
textbooks, or other printed or published instructional materials by any educational institution
or school system, or to require the assignment or transportation of students or teachers in
order to overcome racial imbalance. (20 U.S.C. 1232a) Enacted April 18, 1970, PL. 91-230,
Title IV, sec. 401 (a) (10), 81 Stat. 169.

The Serious Seventies : c. 1970

95

[Ed. Note: The interpretation of the above prohibition lies in the eyes of the beholder. Parents
and traditional teachers have held that all curriculum and teaching based on the federally
funded Northwest Regional Educational Laboratory Goals Collection, National Diffusion Net-
work Programs, and "scientific research-based" reading programs funded under the Reading
Excellence Act of 1998 should be covered by GEPA and are consequently illegal. Educrats, on
the other hand, have held that the only way for a program to be covered by GEPA would be
for the secretary of education to sit on the sidewalk outside the U.S. Department of Education,
developing curriculum, and passing it out to interested passersby.]

The Shreveport [Louisiana] Journal of January 20, 1970 carried an article ENtitled "And
It Came to Pass" in its Views from Other Newspapers section in which the author asked:

Jackson (Miss.) Daily News— Has HEW Replaced NRA [National Recovery Act]?.

Thirty-seven years ago an unbelieving editor sat down and wrote an editorial for his paper,
The Monroe Evening News of Monroe, Michigan, USA. The date was Wednesday, September
13, 1933.

Under the Lead Line, "Not That! ", that incredulous American newspaper editor went on
to ask his readers of three decades ago, "Are the schools of America to be used as a propaganda
agency to mould public opinion into conformity with the policies of the administration?"

Still in a tone of utter disbelief that editor went on to quote from an interview with
one Louis Alber, chief of the speakers division of the National Recovery Act. "Just read these
astounding utterances by Mr. Alber," the editor challenges his subscribers.

The rugged individualism of Americanism must go, because it is contrary to the purposes
of the New Deal and the NRA which is remaking America.

Russia and Germany are attempting to compel a new order by means of their nation-
alism-compulsion. The United States will do it by moral persuasion. Of course we expect
some opposition, but the principles of the New Deal must be carried to the youth of the
nation. We expect to accomplish by education what dictators in Europe are seeking to do
by compulsion and force.

Mr. Alber went on to explain that a "primer" outlining methods of teaching to be
used, along with motion pictures on the subject, were being prepared for distribution to
all public and parochial schools and commented that: "NRA is the outstanding part of the
President's program, but in fact it is only a fragment. The general public is not informed
on the other parts of the program, and the schools are the places to reach the future build-
ers of the nation. "

From our vantage point in history we know that the notorious NRA was laid to rest early in
its incubation period by the United States Supreme Court.

What is important to each and all of us today is what has transpired in the intervening
years since 1933. That editor of long ago remarked, "So as sweeping and revolutionary as
NRA is, it is only a fragment of a greater program of which the public knows nothing, and
this unknown program is to be inculcated into the minds of pupils in the schools everywhere,
by official efforts and at government expense.... Now our schools are to become — like those
of Germany and Russia — an agency for the promotion of whatever political, social, and eco-
nomic policies the administration may desire to carry out. And the taxpayers, whether they
like it or not, are to pay for having their children converted to those policies."

The Editor closed by stating: "The whole proposition is so amazing, and so alarming
in its implications, that we refuse to take it seriously. "

96

Take a look about you today, with the Washington-directed school policies. Is the Health,
Education and Welfare Department doing exactly what the defunct NRA started out to do?

Report of the Study, Title HI, ESEA by Emery Stoof was produced by the EDUCAtional
Innovation Advisory Commission and the Bureau of Planning and Development of the Cali-
fornia State Department of Education in 1970. Excerpts follow:

Origin of the Bureau... An Instructional Program Planning and Development Unit was estab-
lished by State Board action in 1965 and was funded through a Title V, ESEA project. This
unit was comprised of persons responsible for the state level administration of Title III, ESEA,
and co-ordination of Title V, ESEA. A general conceptual model for effective planned change
in education, as well as a management model for the administration of Title III, ESEA, was
submitted to the State Board's Federal Aid Committee in 1965, with November 10, 1965 as
the first deadline for receiving applications for funds....

Two significant developments early in the state administration of Title III, ESEA, were
(1) the project to Prepare Educational Planners (Operation PEP), and (2) the funding of
twenty-one regional planning centers. "PEP" sessions trained administrators in systematic
planning procedures, systems analysis techniques, "planning, programming and budgeting
system" and cost-benefit analysis. PACE (Projects to Advance Creativity in Education) was
to encourage school districts to develop imaginative solutions to educational problems, to
utilize more effectively research findings, to translate the latest knowledge about teach-
ing and learning into widespread educational practice, and to create an awareness of new
programs. Through the regional centers, the Bureau has endeavored to (1) encourage the
development of creative innovations, (2) demonstrate worthwhile innovations in educational
practice through exemplary programs, and (3) supplement existing programs and facilities.

[Ed. Note: This is an example of how the Federal government began its takeover of all state
and local education agencies, removing any semblance of what could be considered local
control. The California report explains exactly what happened in every single state due to our
elected officials' inability to resist taking federal money and their trust of education change
agents (administrators, principals, superintendents, etc.) . How many American children have
been severely handicapped academically and morally by experimental, "innovative" programs
which had absolutely nothing to do with academics, but everything to do with attitude, value
and belief change?]

In 1970 Leonard S. Kenworthy, professor of education at Brooklyn College of the City
of New York, wrote The International Dimension of Education: Background Paper II Prepared
for the World Conference on Education (Asilomar, California, March 5-14, 1970), edited by
Norman V. Overly. The conference was sponsored by the Association for Supervision and Cur-
riculum Development, National Education Association, and the Commission on International
Cooperation in Education. Excerpts from the report follow:

III. The International Dimensions of Our Schools: Some Overall Considerations
Here and there teachers have modified individual courses.... Schools have rewritten syllabi
or added courses.... But nowhere has there been a rigorous examination of the total experi-
ences of children and/or youth in schools and the development of a continuous, cumulative,
comprehensive curriculum to create the new type of people needed for effective living in the

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97

latter part of the 20th century. . . .

...All the work we do in developing internationally minded individuals should be
directed to improved behavior.

That means that all the efforts in this dimension of education must be predicated on the
research in the formation, reinforcement, and change of attitudes and on the development
of skills. Knowledge is tremendously important, but we should be clear by now that it must
be carefully selected knowledge, discovered by the learners rather than told to them, and
organized by them with the help of teachers or professors around concepts, generalizations,
or big ideas. Teaching, therefore, becomes the process of helping younger people to probe,
discover, analyze, compare, and contrast rather than telling.

There is a rich mine of data now on attitude formation, change, and reinforcement
which teachers need to study carefully and apply to this dimension of education as well as
to others. For example, we know that most basic attitudes are learned very early but that
attitudes can be changed at any age. We know that times of personal and societal crisis are
the best times to bring about change. But we also know that people must not be threatened
by changes. They must be relatively secure and much of their resistance to change recognized
and tolerated as a manifestation of an inner struggle to reject the old and accept the new.
Therefore, the acceptance of the old views with equanimity is important, so that the threat
to a person is minimal. We know, too, that appeals to pride and self-interest may be helpful
in bringing about change. So are the statements and actions of prestige persons. Membership
in new groups is often helpful in insulating a person from slipping back into old patterns.
We also know that changing a total group is easier and more likely to produce results than
trying to change individuals. And it is clear that concentration upon specific areas of change
rather than general approaches is usually most effective....

Changed behavior is our goal and it consists in large measure of improved attitudes,
improved skills, and carefully selected knowledge — these three — and the greatest of these
is attitudes....

The program emphasizes feelings as well as facts. In some parts of the world in the
field of education today, the emphasis is upon cognitive learning or intellectual develop-
ment. This is especially true in the United States.... But in the international dimensions of
education, as in other dimensions, the affective domain or emotional development is just
as important....

We need to get at the "gut level" in much of our teaching. We need to use music, art,
powerful literature, films and other approaches which get at the feeling level of learning.
For example, the writer has found tremendously effective a 10-minute film on the United
Nations, entitled "Overture." There is no narrative in this film; the pictures are shown against
a background of music, with the Vienna Symphony Orchestra playing the Egmont Overture.
It is a powerful learning device and moves its viewers in a way few other approaches touch
them. (pp. 23-39)

1971

Education: From the Acquisition of Knowledge to Programmed, Conditioned REsponses
was submitted by Assemblyman Robert H. Burke (70th California Assembly District) to the
California Legislature in 1971. An excerpt follows:

INTRODUCTION

Several months ago, my office began accumulating material which had particular significance

98

in the area of Planning, Programming, Budgeting Systems because of its potential use as a
tool of fiscal accountability in the field of education. As we searched into the information
available on the application of this subject in education, it became increasingly difficult to
see any relationship between the proposed programs and fiscal accountability. It was appar-
ent after a study of the methods proposed for use by the schools for accountability purposes
that fiscal accountability was being minimized and that techniques were being promoted
for achieving behavioral objectives. Other seemingly unrelated organizations, projects, and
programs were uncovered because of their influence on the application of accountability
methods. They were as parts in a puzzle — analyzed by themselves, each of these projects
appeared to be either harmless or an expression of someone's "dream." When linked together
with other "harmless" programs, they were no longer formless but could be seen as an entire
package of plans outlining methods of implementation, organization structures (including
flow-charts), computerization, use of behavioral profile catalogs, and goals and objectives
determination.

Controversial sexologists Lester A. Kirkendall and Ruth F. Osborne developed in 1971 a
program entitled "Sex Education— Student Syllabus No: 216786, correlated with M.I.P. 180800"
which was one of the first sex education programs to use a mastery learning approach. This
program was published by the National Book Company, owned by Carl W. Salser, executive
director of Educational Research Associates, a non-profit educational research corporation in
Portland, Oregon. Mr. Salser is also the owner of Halcyon Press and is a long-time advocate
of individualized instruction and mastery learning.

Carl Salser is the author of a pamphlet entitled "The Carnegie Unit: An Administrative
Convenience, but an Educational Catastrophe" and is a supporter of outcome-based education/
mastery learning. Full implementation of OBE/ML calls for the removal of the Carnegie Unit — the
"seat time" measure of subject exposure for students which determines graduation and col-
lege entry eligibility. Salser was a member during 1981-1982 of the presidentially appointed
National Council on Educational Research which had oversight of the activities at the former
National Institute of Education of the U.S. Department of Education.

In 1971 the Secretariat of the United Nations Educational, Scientific, and CuLtural Orga-
nization (UNESCO) called upon George W. Parkyn of New Zealand to outline a possible model
for an education system based on the ideal of a continuous education process throughout the
lifetime of the learner — a means of bringing an existing national school system into line with
lifelong learning. The result of this effort was a book entitled Towards a Conceptual Model of
Life-Long Education, published in 1973 by UNESCO (English Edition ISBN 92-3-101117-0).
The preface of the book contained the following interesting biographical sketch of the little-
known Dr. Parkyn:

The Secretariat called on George W. Parkyn of New Zealand to prepare this first study. Dr.
Parkyn has rendered extensive service to education in many parts of the world: in New Zea-
land, as a teacher in primary and secondary schools, as a senior lecturer at the University
of Otago, and as director of the New Zealand Council for Educational Research, 1954-1967;
at UNESCO, where he made substantial contributions to the World Survey of Education; at
Stanford University, California, as a visiting professor; in New Zealand again, as a visiting

The Serious Seventies : c. 1971

99

lecturer in Comparative Education at the University of Auckland; and as Professor of Com-
parative Education at the University of London, Institute of Education.... Dr. Parkyn was
asked to review the available literature in this field and to involve several of his colleagues
at Stanford University, California, in discussions on the basic concept. Psychologists, soci-
ologists, and anthropologists, as well as professional educators took part in the conceptual
stage, contributing a rich variety of views. Among those who helped the author in the
preparation of the study were his research assistants, Mr. Alejandro Toledo and Mr. Hei-tak
Wu, and his colleagues, Dr. John C. Bock, Dr. Martin Carnoy, Dr. Henry M. Levin and Dr.
Frank J. Moore.

[Ed. Note: The Dr. Henry M. Levin mentioned above is the same Henry Levin whose K-8
Accelerated Schools Project is one of the seventeen reform models that schools may adopt to
qualify for their share of nearly $150 million in federal grants, according to the January 20,
1999 edition of Education Week (p. 1). The article "Who's In, Who's Out" listed Accelerated
Learning as being used in urban schools. It is based on a constructivist philosophy which has
echoes of and references to Maria Montessori's and John Dewey's philosophies of education
and incorporates the controversial Lozanov method of Superlearning.]

Psychology Applied to Teaching by Robert F. Bienter (Houghton Mifflin Co.: Boston,
1971) was published. This popular psychology text was recommended for use in Introduction
to Educational Psychology courses in universities in the early 1970s. Chapter 5, under the sub-
heading of "S-R Associationism and Programmed Learning," is excerpted here:

Watson [John B.] (who did the most to popularize Pavlovian theory in the United States)
based one of his most famous experiments (Watson and Rayner, 1920) on the observation
that young children have a "natural" fear of sudden loud sounds. He set up a situation in
which a two-year-old boy named Albert was encouraged to play with a white rat. After this
preliminary period, Watson suddenly hit a steel bar with a hammer just as Albert reached
for the rat, and the noise frightened the child so much that he came to respond to the rat
with fear. He had been conditioned to associate the rat with the loud sound. The success
of this experiment led Watson to believe that he could control behavior in almost limitless
ways, by arranging sequences of conditioned responses. He trumpeted his claim in this
famous statement:

Give me a dozen healthy infants, well formed, and my own special world to bring them
up in, and I'll guarantee to take any one at random and train him to become any type of
specialist I might select — doctor, lawyer, artist, merchant-chief and yes, even beggarman
and thief — regardless of his talents, penchants, tendencies, abilities, vocations, and race
of his ancestry, (pp. 152-3)

Later on in the chapter, Skinner's contributions are discussed:

An even more striking example of Skinner's overwhelming enthusiasm for programmed
learning is his claim that mere manipulation of the teaching machine should be "reinforcing
enough to keep a pupil at work for suitable periods every day."... Thus it is apparent that
Skinner's enthusiasm has prevented him from seeing some of the deficiencies of programmed
instruction. Many critics have been especially dissatisfied with his attempt to refute the
charge that programs limit creativity. Clearly when the person composing a program decides
in advance what is to be learned and how it is to be learned, a student has no opportunity

100

to develop in his own way. He is limited by what the programmer knows and by how the
programmer learned....

It is true that the student might use the material in an original way after he had finished
the program, but there is the possibility that programmed instruction interferes with this
process. For example, some students who have completed programs report that although
they have progressed quickly and satisfactorily and feel that they have learned something,
they aren't sure where to go from here. Typically, the next step is to take an exam, usually
of the multiple-choice type, which is highly similar to the program in which that stimuli
are presented and responses are chosen. But what happens after the exam? If the student
cannot respond unless he is stimulated in the same way he was in the program or exam, he
will rarely be able to apply what he has learned to real life situations.

What we are dealing with here is the subject of transfer. . . which is basic to education.
Ellis has pointed out that little research has been done on the transferability of programmed
learning; in almost all studies the experimenter determines the degree of learning solely on
the basis of each child's performance on a test given immediately after the completion of the
program. Skinner maintains that the student can be taught to transfer ideas through separate
programs designed for this purpose and that a properly written program will wean the student
from the machine, but there is little evidence to back up this contention. On logical grounds
alone it seems reasonable to question the transfer value of programmed instruction.

Markle notes that in order to ensure that approximately 95 percent of the answers will
be correct, as Skinner suggests, programmers are forced to keep revising programs for the
lowest common denominator — the slowest students in the group. This eventually leads to
programs which most students can complete fairly easily, but it also leads to programs which
are oversimplified and repetitious, (pp. 168-171)

The Individualized Learning Letter (T.I.L.L.) ; Administrator 's Guide to Improve Learning;
Individualized Instruction Methods; Flexible Scheduling; Behavioral Objectives; Study Units;
Self-Directed Learning; Accountability, Vol. I (February 22, 1971: T.I.L.L., Huntington, N.Y.) 1
was published and circulated. Excerpts follow:

Opting to become a greater force in promoting I.I. (Individualized Instruction), The Northeast
Association for Individualization of Instruction (Wyandanch, N.Y.) has gone national — by
substituting the word "national" for "northeast.".... The enlarged 2-1/2 day convention is
geared to give registrants more time to watch I.I. in action in live classrooms. Several of the
nation's I.I. leaders already lined up to run workshops include: Dr. Lloyd Bishop, NYU; Dr.
Sid Rollins, Rhode Island College; Dr. Robert Scanlon, Research for Better Schools [Research
for Better Schools and University of Pittsburgh Learning Research and Development Center
(Robert Glaser) were instrumental in development of IPI in the early 1960s, ed.]; Dr. Edward
Pino, Superintendent of Cherry Creek Schools (Englewood, CO); Dr. Robert Anderson, Har-
vard University; Dr. Leon Lessinger, Georgia State University; Dr. Robert Sinclair, University
of Massachusetts; Jane Root, Stanford Research Associates; and Dr. Glen Ovard, Brigham
Young University. Representatives of USOE, NEA, NY State Department of Education will be
present. (The latter supports the conference with an annual grant.)....

QUOTES YOU CAN USE:
DOWN WITH BOOKS. "Textbooks not only encourage learning at the wrong level (imparting
facts rather than telling how to gather facts, etc.), they also violate an important new con-
cern in American education — individualized instruction.... Textbooks produce superficially

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101

knowledgeable students... who know virtually nothing in depth about anything.... A good
start would be to... declare a moratorium on textbook use in all courses." Dwight D. Allen,
Dean of Education, University of Massachusetts, writing on "The Decline of Textbooks,
Change. " 2

RECOMMENDED BOOKS: Behavioral Objectives: A Guide for Individualized Learning. Four-
volume set covering more than 4000 objectives representing four years' work of more than
200 teachers. Arranged by subject area. Covers language arts, social studies, math and sci-
ence. A comprehensive collection. Westinghouse Learning Corp., 100 Park Avenue, New
York, N.Y. 10017.

MEETINGS STRESSING INDIVIDUALIZED INSTRUCTION: Ninth National Society for Pro-
grammed Instruction Convention, March 31-April 3, 1971. University of Rochester, Rochester,
N.Y. Heavy emphasis on applying principles and processes of individualized instruction.
Session on redesigning schools of tomorrow. Contact Dr. Robert G. Pierleone, College of
Education, University of Rochester, Rochester, N.Y. First Educational Technology Conference.
April 5-8, 1971. Americana Hotel, N.Y. City, N.Y. Conference seminars and workshops will
cover curriculum design, use of computers, programmed instruction, simulation, innovation
theory, etc.

IN FORTHCOMING ISSUES: Update of 46 Case Studies of Individualized Instruction as origi-
nally reported by Jack V. Edling, Oregon State System of Higher Education.

"Revised Report of Population Subcommittee, Governor's Advisory Council on Environ
mental Quality" for the State of Michigan, to be used at the April 6, 1971 meeting of the sub-
committee, was filed in the Library, Legislative Service Bureau in Lansing, Michigan. Excerpts
from this disturbing report follow:

I. Concept of a Population Goal

In general, the Subcommittee was in agreement with U.S. Senate Resolution No. 214, as
follows:

That it is the policy of the United States to develop, encourage, and implement at the earli-
est possible time, the necessary policies, attitudes, social standards, and actions which will
by voluntary means consistent with human rights and individual conscience, stabilize the
population of the United States and thereby promote the future well-being of the citizens
of this Nation and the entire world.

It was the feeling of the Subcommittee that the intent of the above Resolution should be
encouraged by voluntary means and due consideration given to human rights. However, in
order to accomplish the above goal, state and federal legislation must accompany this intent
to provide disincentives.

II. Optimum Goal

An optimum goal is to be considered in preference to a maximum carrying capacity. As a
starting point, zero population growth is the recommended goal for the citizens of Michi-
gan.... That the human population on a finite "space ship" cannot increase indefinitely is

102

obvious. What is not so obvious is what constitutes an "optimum" level of population and
the methods by which it is to be limited....

III. How Does Society Obtain Population Control?

Constraints on population size can be divided into two types, biological and social. Biological
constraints include the limitation of those energies and chemicals required to drive human
society as a biological system.... Societal constraints are more appropriate since the human
population explosion is basically a social problem. There are three classes of social institu-
tions which can be utilized to obtain population control. These are the political, economic
and education systems. Each of these represent powerful control systems which help to
regulate the behavior of our society.

A wide range of public policies are available by which man can affect population size.
Some policies can seek to change man's basic values and attitudes with respect to the issues
of population size. Other policies can seek to directly affect man's behaviors which have
consequences for population size. Some suggested policy goals are listed.

General Public Understanding

Having children is a public interest as well as a private interest. Likewise, the use of the
environment must be understood to be a collective responsibility rather than a private or
individual responsibility, since the costs and the benefits of the use of the environment are
indivisible to all members of the collectivity. This idea runs counter to the underlying ethic
of individualism and privateness of our society, but is basic if we are to mobilize the col-
lective will which is necessary for social action. To change such a basic set of attitudes and
values requires cooperation from the full range of opinion leaders in the society. A program
of education for leaders in all sectors of society, such as religious, economic, political, edu-
cational, technical, etc., is therefore called for.

Since basic attitudes and values are formed early in life, and since it is the youth of
society who are yet capable of determining the size of future families, a program for all levels
of formal education can be a powerful way to change society's attitudes and values on the
question of population size as outlined above.

The idea that family size is a collective, social responsibility rather than just an indi-
vidual responsibility can be fostered both directly by exhortations by opinion leaders and in
the schools, and indirectly by the actions that government and other institutions in society
take. For example, the proposal to eliminate the income tax exemption for children in excess
of the two-child family limit can be a powerful way for government to symbolize its deter-
mination that family size is a collective responsibility.

Public understanding of the interdependent nature of our natural and man-made envi-
ronment is also important for enlightened public support for population control policies.
A state-wide education program concerning ecology and population biology is needed for
both student and adult segments of our society. This will require vigorous action to remove
the topic of sex from the closets of obscurity in which conservative elements in our society
have placed it....

Cultural Changes

Two types of cultural changes are needed in order to reduce the population increase: reduce
the desired size of families, and reduce the social pressure to marry and have a family.

Large families can be changed from an economic asset to an economic liability if all
members of society can be offered the prospect that through work, saving, and deferred
spending they can achieve economic security for themselves and their children. For the

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103

already affluent middle class, larger families can be made an economic liability by increasing
the incentives for and the costs of advanced education for their children....

Cultural changes to reduce the social pressure to marry and have a family can be pur-
sued by changing educational materials which glorify married life and family life as the only
"normal" life pattern, by granting greater public recognition to non-married and non-family
life styles, by facilitating careers for single women....

[Ed. Note: The above recommendation regarding reducing the social pressure to marry and
have a family was successfully carried out over a period of 25 years according to an article
entitled "Institution in Transition" by Michelle Boorstein which appeared in The Maine Sunday
Telegram's August 30, 1998 issue, Home and Family Section, G-l. This Associated Press article
said in part:

They [Pam Hesse and Rob Lemar] share a home and a future but not a formal vow — just
one couple caught up in the seismic shifts taking place in American attitudes toward mar-
riage and childbearing.

A soon-to-be-released Census Bureau report shows Hesse is far from an exception;
in fact, she's in the majority. The report, the bureau's first compilation of all its 60 years
of data on childbearing and marriage, finds that for the first time, the majority of "first
births" — someone's first child — were either conceived by or born to an unmarried woman.
That is up from 18 percent in the 1930s.

This is connected to an erosion of the centrality of marriage, said Stephanie Coontz
of Evergreen State College in Olympia, Washington, who studies the family and its role in
history]

Returning to the Population Subcommittee's report:
Direct Behavior Changes

Two general types of public policies are distributive policies and regulative policies. Distribu-
tive policies involve the distribution of resources and opportunities to people who choose
to modify their behavior to conform with the socially desired patterns. They thus operate
as incentives rather than as official constraints. Examples include the elimination of tax
incentives for larger families, monetary incentives for sterilization or adopted families, and
removing the income tax discrimination against single citizens....

Regulative policies involve direct constraints on behavior and necessarily generate
greater political conflict than distributive policies. This is because regulative policies elimi-
nate the element of voluntary choice and apply automatically and categorically to a whole
class of people or of behaviors. Examples of such regulative policies designed to control
population growth include forced sterilization and restrictive licensing procedures to marry
and to have children. However, it does not seem necessary, desirable, or feasible to involve
regulative policies for population control at this time. One regulative type policy which is now
in effect and which allows population increase is the law forbidding abortion. Restrictions
against abortions should be removed to allow individual choice in the use of this back-up
method of birth control....

A general acceptance of birth control to obtain population stability will create a more
static ethnic, cultural and racial structure in society. Minority groups will continue to stay
at a numerical minority. Minority problems are basically social and should be solved in that
manner. An equilibrium condition will also alter the structure of our economic relationship
both within our society (a shift from an expanding economy to a competitive displacement
economy) and between other countries that will still be experiencing increasing popula-

104

tions....

Immediate consideration must be given to (1) the development of an integrated social
control of our population size and growth, and (2) the impact of a steady stable condition
on our society. The scope and complexity of this task requires the attention of a highly pro-
fessional team whose talents and professional training are equal to the challenge. It is the
recommendation of the Council that such a team be brought together and charged with the
prompt development of the details of this program and reporting back to the Council.

Approved by the Population Subcommittee, March 30, 1971.

Present: Dr. C.T. Black, Mr. Robert Boatman, Professor William Cooper, Dr. Ralph MacMul-
lan, and M.S. Reisen, M.D., Chairman

Surely it is no coincidence that the above-mentioned Michigan and U.S. Senate recom-
mended policies on population control were being discussed at the same time (1971) that the
United States was engaged in "Ping Pong" diplomacy with Communist China, the international
leader in mandatory population control. Some excerpts follow from "The Ping Heard Round
the World" which appeared in the April 26, 1971 issue of Time magazine:

Dressed in an austere gray tunic, Premier Chou En-Lai moved along a line of respectfully
silent visitors in Peking's massive Great Hall of the People.... Finally he stopped to chat with
the 15-member U.S. team and three accompanying American reporters, the first group of U.S.
citizens and journalists to visit China in nearly a quarter of a century. "We have opened a
new page in the relations of the Chinese and American people," he told the U.S. visitors.

...Yet in last week's gestures to the United States table tennis team, the Chinese were
clearly indicating that a new era could begin. They carefully made their approaches through
private U.S. citizens, but they were responding to earlier signals that had been sent by the
Nixon Administration over the past two years.

...Probably never before in history has a sport been used so effectively as a tool of
international diplomacy.

[Ed. Note: Back to family planning, Michigan- style. Population and Family Planning in the
People's Republic of China, 1971, a book published by the Victor-Bostrom Fund and the Popula-
tion Crisis Committee, has a table of contents that includes: "A Letter from Peking" by Edgar
Snow, author of Red Star Over China; "Family Planning in China" by Han Suyin, M.D.; and
"Why Not Adopt China's Population Goals?" In other words, it looks like Ping Pong Diplomacy
may have been used to open up the dialogue between Communist China and "private" Ameri-
can groups supporting population control. These would, in turn, lobby in Congress for more
liberal family planning policies and for the legalization of abortion as recommended in the
U.S. Senate Journal Resolution #214 and the Michigan paper. Here again, as was the case with
the 1985 Carnegie Corporation-Soviet Academy of Sciences education agreement, diplomacy
is being conducted by private parties: table tennis teams and groups such as the non-profit
Victor-Bostrom Fund and the Population Crisis Committee.]

Performance-Based Teacher Education: What Is the State of the Art? by Stanley Elam,
editor of Phi Delta Kappa Publications (AACTE Committee on Performance-Based Teacher

The Serious Seventies : c. 1971

105

Education, American Association of Colleges for Teacher Education: Washington, D.C., 1971),
was published. This paper was originally prepared in 1971 pursuant to a contract with the U.S.
Office of Education through the Texas Education Agency, Austin, Texas. Excerpts follow:

The Association is pleased to offer to the teacher education community the Committee's
first state of the art paper.... In performance-based programs... he [the teacher] is held account-
able, not for passing grades, but for attaining a given level of competency in performing the
essential tasks of teaching.... Acceptance of this basic principle has program implications
that are truly revolutionary.

The claim that teacher education programs were not producing people equipped to teach
minority group children and youth effectively has pointed directly to the need for reform
in teacher education.... Moreover, the claim of minority group youth that there should be
alternative routes to professional status has raised serious questions about the suitability of
generally recognized teacher education programs.

[Ed. Note: The above paper was one of the first — and perhaps the most influential — profes-
sional papers setting the stage for full-blown implementation of Skinnerian outcome-based/
performance-based education. The definitions, criteria, assessment, etc., are identical to those
found in present professional OBE literature. (See Appendix VII for fuller excerpts from this
paper.)]

Concern regarding the deliberate dumbing down of America is not confined to this author
according to an article entitled "Young People Are Getting Dumber," by David Hawkins, edito-
rial staff writer, in the August 26, 1971 issue of The Dallas Morning News. Excerpts from this
interesting article, which discusses the importance of acquiring a large vocabulary, follow:

John Gaston, who bosses the Fort Worth branch of the Human Engineering Laboratory
(half his clients are from Dallas), dropped a bomb on me as we discussed aptitude testing.

"Do you know," he said, "that the present generation knows less than its parents?"

"You mean to say that young people aren't smarter than we are — that all we've heard
about this generation being the last and best isn't so?"

Gaston nodded solemnly: "Young people know fewer words than their fathers. That
makes them know less." He fixed me with a foreboding eye: "Can you imagine what a drop
in knowledge of 1 per cent a year for 30 years could do to our civilization?"

The question answered itself. And though I could hardly believe what Gaston was
saying, I knew it wasn't instant sociology.

What he says is based on hundreds of thousands of tests given in several parts of the
country since 1922 by what is probably the most prestigious non-profit outfit in the field of
vocational research. The Human Engineers don't even advertise.

But Gaston wasn't through: "We also believe," he was saying, "that the recent rise in
violence correlates with the drop in vocabulary. Long [range] testing has convinced us that
crime and violence predominate among people who score low in vocabulary. If they can't
express themselves with their tongues, they'll use their fists."

"We test many gifted people who are low in vocabulary and we tell them all — we tell
the world — to learn the words. Swallow the dictionary. Brilliant aptitudes aren't worth much
without words to give them wings."

Gaston paused and then dropped another bomb. "The one thing successful people have
in common isn't high aptitudes — it's high vocabulary, and it's within everybody's reach.

106

Success actually correlates more with vocabulary than with the gifts we're born with."

"Aptitudes will only show them which road to take. Vocabulary will determine how
high they climb. Right now, the present generation is headed downwards."

Some important statements by Professor John I. Goodlad, president of EDUCAtional Inquiry,
Incorporated, appeared in A Report to the President's Commission on School Finance (School-
ing for the Future: Toward Quality and Equality in American Precollegiate Education) October
15, 1971. Goodlad makes the following comments under "Issue #9 — Educational Innovation:
What changes in purposes, procedures or institutional arrangements are needed to improve
the quality of American elementary and secondary education?":

The literature on how we socialize or develop normative behavior in our children and
the populace in general is fairly dismal.... [T]he majority of our youth still hold the same
values as their parents....

In the second paradigm... the suggestion is made that there are different targets for the
change agent. For example, in a social system such as a school probably five to fifteen percent
of the people are open to change. They are the "early majority" and can be counted on to
be supportive. A second group, sixty to ninety percent, are the resisters. They need special
attention and careful strategies need to be employed with them. Also, there are the leaders,
formal and informal, and their support is critical. In his research, for example, Demeter noted
some time ago the special role of the school principal in innovation:

Building principals are key figures in the (innovation) process. Where they are both aware
of and sympathetic to an innovation, it tends to prosper. Where they are ignorant of its
existence, or apathetic if not hostile, it tends to remain outside the bloodstream of the
school.

Few people think in these ways today. Rather, as a people, we tend to rely upon common
sense or what might be called conventional wisdom as we make significant decisions which,
in turn, seriously affect our lives.... More often than not, school board members, parents and
the public make important decisions about what should happen in their schools based upon
these past experiences or other conventional wisdom.... The use of conventional wisdom as
a basis for decision-making is a major impediment to educational improvement....

The child of suburbia is likely to be a materialist and somewhat of a hypocrite. He tends
to be a striver in school, a conformist, and above all a believer in being "nice," polite, clean
and tidy. He divides Humanity into the black and white, the Jew and the Christian, the rich
and the poor, the "smart" and the "dumb." He is often conspicuously self-centered. In all
these respects, the suburban child patterns his attitudes after those of his parents.... If we
do not alter this pattern, if we do not resocialize ourselves to accept and plan for change,
our society may decay. What may be left in the not too distant future is what other formerly
great societies have had, reflections on past glories....

In the social interaction model of change, the assumption is made that the change
agent is the decision-maker about the innovation. That is, it is assumed that he decides
what the adopter will change to. This is a serious problem for two very good reasons. First,
as we have shown, people cannot be forced to change until they are psychologically ready.
Thus, at every stage, each individual is, in fact, deciding how far he is ready or willing to
move, if at all.

The Serious Seventies : c. 1972

107

[Ed. Note: As a former school board member, this writer can relate to the above quote. Princi-
pals who resisted innovation eventually ended up being forced out of the system undergoing
radical change. Their trials and tribulations were known only to them, and what they under-
went during the change agents' activities in their schools could be described as inhumane
treatment.]

The Tri-County K-12 Course Goal Project, the results of which were later PUBlished by
the Northwest Regional Laboratory of the U.S. Department of Education and used extensively
throughout the nation as the formulaic sample for "goals setting," was initiated in 1971. In
the appendix entitled "Classification System for the School Curriculum" for her Practitioner's
Implementation Handbook [series]: The Outcome-Based Curriculum (Outcome Associates:
Princeton, N.J., 1992), Charlotte Danielson, M.A., a prominent educator and proponent of
outcome-based education, said: "The knowledge and inquiry and problem-solving skills sections
of this taxonomy were first developed by the Tri-County Goal Development Project, Portland,
Oregon." 3 Assistant superintendent Victor W. Doherty, Evaluation Department of the Portland
Public Schools in Portland, Oregon, in a November 2, 1981 letter to Mrs. Opal Moore, described
this Goal Development Project as follows:

The Tri-County Goal Development Project was initiated by me in 1971 in an effort to develop
a resource for arriving at well-defined learning outcome statements for use in curriculum
planning and evaluation. At that time the only language available was the behavioral objec-
tive, a statement which combined a performance specification with a learning outcome often
in such a way as to conceal the real learning that was being sought. By freeing the learning
outcome statements from performance specification and by defining learning outcomes of
three distinctly different types (information, process skills, and values), we were able to
produce outcome statements that served both the planning and evaluation functions. The
project was organized to include 55 school districts in Multnomah, Clackamas, and Wash-
ington Counties and writing was done initially by teachers whose time was donated to the
project by member districts.

[Ed. Note: The writer believes that this very controversial project which provided the goals
framework for OBE was illegal — in clear violation of the 1970 GEPA prohibition against federal
government involvement in curriculum development.]

1972

The Newport Harbor Ensign of Corona del Mar, California carried an article entitled
"Teachers Are Recycled" in its January 20, 1972 issue. The following are excerpts from this
important article:

Education in California is finally going to catch up with the "innovative" Newport-Mesa
Unified School District. With the passage of the Stull Bill, AB 293, all school districts are
mandated to evaluate their classroom teachers and certificated personnel through new
guidelines. Another portion of the bill will allow a district to dismiss a teacher with tenure,
without going to court.

A teacher will no longer have the prerogative of having his own "style" of teaching,

108

because he will be held "accountable" to uniform expected student progress. His job will
depend on how well he can produce "intended" behavioral changes in students.

"School districts just haven't had time to tool up for it," explained Dr. William Cun-
ningham, Executive Director of the Association of California School Administrators (ACSA) .
Until recently, he was superintendent of the Newport-Mesa district.

The Newport-Mesa district, under the guidance of Dr. Cunningham, accomplished
this task years ago. In fact we have warned of this appraisal plan in many of our columns
throughout the past 2 years. Its formal name is "staff performance appraisal plan," at least
in this district, and was formulated as early as 1967.

In 1968 five elementary schools in our district (California, Mariners, Presidio, Victoria,
Monte Vista) and one high school (Estancia) were selected from schools that volunteered for
the project. They were accepted on the basis that at least 60% of the teachers were willing
to participate in the "in-service training sessions" and to "apply" the assessment processes
learned at these sessions in their own classroom situations. A total of 88 teachers participated
in all aspects of the pilot study. . . .

FORMAL TRAINING SESSIONS: participants attended two 2-1/2 hour sessions to acquire
the prerequisite tools. Evidence was collected to show that by the end of the final train-
ing session, 80% of the participants had acquired a minimal level of ability to apply these
competencies.

PREREQUISITE TOOLS: Teachers learning how to identify or diagnose strengths and weak-
nesses, learning to write and use behavioral objectives, learning new teaching techniques
and procedures, etc. Teachers learn these through workshops and in-service training, having
acquired these skills, teachers had to go through the "appraisal" technique.
APPRAISAL TECHNIQUE: During the observation phase, observation teams composed of
teacher colleagues and a resource person from UCLA or the District collected data regard-
ing the execution of the previously planned lessons. The observation team recorded both
the verbal behavior of pupils and teacher (e.g., teacher questions and pupil responses) and
non-verbal behavior which could be objectively described....

What all this amounts to is "peer group" analysis. Group dynamics would be the term
used in other circles. To be more blunt, others would call it sensitivity training in its purest
form — role-playing, to say the least....

The teacher must cooperate and learn the new methods of teaching, writing behavioral
objectives, playing psychologist.

The New York Times carried a lengthy front page article on April 30, 1972 by William
K. Stevens entitled "The Social Studies: A Revolution Is on — New Approach Is Questioning,
Skeptical — Students Examine Various Cultures." This article explained the early history of the
twenty-six-year controversy which has raged across the United States between those desiring
education for a global society versus those desiring education in American History and West-
ern Civilization; i.e., the question of "social studies" versus traditional history, and "process"
education versus fact-based education. Excerpts follow:

When C. Frederick Risinger started teaching American History at Lake Park High School near
Chicago, he operated just about as teachers had for generations. He drilled students on names
and dates. He talked a lot about kings and presidents. And he worked from a standard text
whose patriotic theme held that the United States was "founded on the highest principles
that men of good will and common sense have been able to put into practice. "

The Serious Seventies : c. 1972

109

That was ten years ago, but it might as well be 50. For the social studies curriculum at
Lake Park has changed almost beyond recognition. The 32-year-old Mr. Risinger, now head
of the department, has abandoned the traditional text and set his students to analyzing all
revolutions, not just the American, and from all points of view, including the British one
that George Washington was both a traitor and an inept general.

An article entitled "People Control Blueprint" by Carol Denton was published in the

May, 1972 issue (Vol. 3, No. 12) of The National Educator (Fullerton, CA). Recommendations
made in the top secret paper discussed in this article echo those mentioned in the April 6, 1971
Michigan Governor's Advisory Council on Population paper. Excerpts follow:

A "Top Secret" paper from the Center for the Study of Democratic Institutions, now in the
hands of The National Educator, reveals a plan for total control of the people of the United
States through behavioral modification techniques of B.F. Skinner, the controversial behav-
iorist author of Beyond Freedom and Dignity....

According to the "Dialogue Discussion Paper," marked "Top Secret" across the bottom of
the cover page, a conference was held at the Center on January 17 through 19, 1972, at which
time a discussion on "The Social and Philosophical Implications of Behavior Modification"
was held. The paper in question is the one prepared [by] four individuals for presentation at
that conference entitled "Controlled Environment for Social Change." The authors are Vitali
Rozynko, Kenneth Swift, Josephine Swift and Larney J. Boggs....

The second page of the paper carries the inscription, "To B.F. Skinner and James G.
Holland."... Page 3 of the paper states that the "Top Secret" document was prepared on
December 31, 1971....

The authors of this tome are senior staff members of the Operant Behavior Modifica-
tion Project located at Mendocino State Hospital in California and the project is partially
supported by a grant from the National Institute on Alcohol Abuse....

On page 5 of this blueprint for totalitarianism, the authors state that "we are presently
concerned with controlling upheavals and anarchic behavior associated with social change
and discontent."... The authors go on to say that they believe an "Orwellian world" is more
likely under presently developing society than under the kind of rigorous controls of a society
envisioned by Skinner....

On page 6, the authors deplore the growing demands for "law and order," stating that
the population is now more apt to support governmental repression than previously, in
response to "their own fears."...

They add that "with the rising population, depletion of natural resources, and the
increase of pollution, repressive measures may have to be used to guarantee survival of our
species. These measures may take the form of forced sterilization, greatly restricted uses of
energy and limits on population movement and living location."...

Skinner, on the other hand, they allege — "advocates more sophisticated controls over
the population, since punishment (by the government) for the most part works only tempo-
rarily and only while the punishing agent is present."...

On the other hand, the authors allege, operant conditioning (sensitivity training) and
other behavioral techniques can be used to control the population through "positive rein-
forcement."

110

Mary Thompson, secretary and member of the speakers' bureau of the Santa Clara,

California Republican Women's Federation, gave a very important speech regarding Planning,
Programming, Budgeting Systems (PPBS) on June 11, 1972. Following are key excerpts:

When I was first asked to speak to you about PPBS (Planning, Programming, Budget-
ing Systems), I inquired whether it was to be addressed to PPBS as applied to education. I
shall deal with it at the education level today, however you should remember that PPBS is
a tool for implementing the very restructuring of government at all levels in every area of
governmental institutions. What is involved is the use of government agencies to accomplish
mass behavioral change in every area....

PPBS is a plan being pushed by Federal and State governments to completely change
education....

The accountability involved in PPBS means accountability to the state's predetermined
education goals....

One leader of education innovation (Shelly Umans — Management of Education) has
called it "A systematic design for education revolution."...

In a systems management of the education process, the child himself is the product.
Note: the child... his feelings, his values, his behavior, as well as his intellectual develop-
ment....

PPBS is the culmination of the "people planners" dreams....

Then in 1965 the means for accomplishing the actual restructuring of education was
provided in the Elementary and Secondary Education Act (ESEA) . President Johnson has
said that he considered the ESEA the most significant single piece of legislation of his
administration. Recall that it was also the same year of 1965 when the presidential order
was given to introduce PPBS throughout the entire federal government. 1965 was the year
which unleashed the actual restructuring of governmental processes and formally included
education as a legitimate Federal government function....

PPBS is the systems management tool made possible by technology of computer hard-
ware to affect the planned change. . . .

In order to make an explanation of PPBS intelligible, you must also know that education
itself has been redefined. Simply put, it has become the objective of education to measure
and diagnose the child in order to prescribe a program to develop his feelings and emotions,
values and loyalties toward predetermined behavioral objectives.... Drawing it right down to
basics, we are talking about conditioned responses in human terms. Pavlov experimented
on dogs!...

Taking each element of PPBS will show how the process is accomplished. PLAN-
NING — Planning phase (please note that the process involved with a systems approach is
always described in terms of "phases") always includes the establishment of goals committees,
citizens committees, needs assessment committees.... These are referred to as "community
involvement." The committees are always either self appointed or chosen — never elected.
They always include guidance from some trained "change agents" who may be administra-
tors, curriculum personnel or local citizens. Questionnaires and surveys are used to gather
data on how the community "feels" and to test community attitudes. The ingeniousness of
the process is that everybody thinks he is having a voice in the direction of public schools.
Not so... for Federal change agencies, specifically regional education centers established
by ESEA, influence and essentially determine terminology used in the questionnaires and
surveys. The change agents at the district level then function to "identify needs and prob-
lems for change" as they have been programmed to identify them at the training sessions
sponsored by Federal offices such as our Center for Planning and Evaluation in Santa Clara
County. That is why the goals are essentially the same in school districts across the country.

The Serious Seventies : c. 1972

111

It also explains why three years ago every school district was confronted with the Family
Life Education issue at the same time....

Unknowing citizens' committees are used by the process to generate acceptance of goals
already determined. What they don't realize is that professional change agents are operating
in the behaviorist's framework of thought and Mr. or Mrs. Citizen Parent is operating in his
traditional education framework of thought. So, the local change agents are able to facilitate
a group to a consensus in support of predetermined goals by using familiar, traditional terms
which carry the new behaviorist meanings....

Another name for this process is Participatory Democracy, a term by the way, which
was coined by Students for a Democratic Society in their Port Huron Manifesto to identify
the process for citizen participation in destruction of their own political institutions....

Richard Farson of Western Behavioral Sciences Institute made a report to the Office of
Education in Sacramento in 1967. He said it this way:

The application of systems analysis is aided by several phenomena that would be of help
in almost any situation of organizational change. First, it is relatively easier to make big
changes than to make small ones — and systems changes are almost always big ones.
Because they are big, it is difficult for people to mount resistance to them, for they go
beyond the ordinary decision-making, policy-making activities of individual members of an
organization. It is far easier to muster argument against a $100 expenditure for partitions
than against a complete reorganization of the work flow....

Teachers, you have professional organizations to protect your professional interests. Use
them to protect your personal privacy and professional integrity. Encourage organizations of
teachers to take positions publicly in opposition to PPBS....

We believe the time has come to establish private schools to keep our children from
falling victim to the behaviorists while there is still opportunity to do so. BE AWARE OF THE
FACT THAT THE VOUCHER SYSTEM IS LURKING IN THE WINGS TO BRING THE PRIVATE
SCHOOLS INTO THE NATIONAL CONTROL [emphasis in original].

The Ledger of Tallahassee Florida on July 27, 1972 in an article entitled "Schools to

Try New Program" quoted Florida state education officials as saying that a new program being
field-tested in Florida will tell teachers and parents not only why Johnny can't read, but why
the school can't teach him and how much it's costing to try. Excerpts follow:

"We're putting all the various components together now," said Associate Education
Commissioner Cecil Golden. "What we're doing should soon become very visible." However,
he estimates it will take seven to ten years before the program is completely operational....

Golden says it may sound like a lot of gibberish at this point, but "when we bring it all
together" it should produce a more flexible and relevant educational system....

He said many people in the State Department of Education are working independently
on various facets and aspects of the program and, like those assembling the atom bomb,
"very few of them understand exactly what they are building, and won't until we put all
the parts together. "

[Ed. Note: This article refers to PPBS/MBO— the early years. The Atlanta Constitution pub-
lished an article entitled "Georgia Schools OK Tracking System" in its July 1, 1998 issue which
describes later PPBS implementation and which is included in this book's entry of the same

112

date.]

The Don Bell Report of September 8, 1972 reported on a White House CoNFERence on the
Industrial World held February 7 of that year. The conference title was "A Look at Business
in 1990." Excerpts follow:

As one of the participants in that conference, Roy Ash, President of Litton Industries and
Chairman of the President's Advisory Council on Executive Organization, later appeared before
the Los Angeles Chamber of Commerce to tell West Coast businessmen what was decided at
the White House Conference. The billing for this latter event is impressive reading:

The Los Angeles Chamber of Commerce in cooperation with the U.S. Department of
Commerce and the White House Staff, is presenting The White House Conference, The
World Ahead: A Look at Business in 1990, Thursday, May 18, 1972. Los Angeles Hilton.
3:00-6:30 p.m.

Following is part of what Roy Ash told his Los Angeles audience:

The answer is that increasing economic and business interdependence among nations
is the keynote of the next two decades of world business — decades that will see major
steps toward a single world economy. . . .

Some aspects of individual sovereignty will be given over to international author-
ity....

As importantly, international agreements between the socialist and the private prop-
erty economies add a different dimension to the problems for which solutions need to
be found over the years ahead. But as Jean Frere, Managing Partner of Banque Lambert,
Brussels, forecasts, the socialist countries will take major steps toward joining the world
economy by 1990. He goes so far as to see them becoming members of the International
Monetary Fund, the sine qua non for effective participation in multilateral commerce.
Then also, by 1990 an imaginative variety of contractual arrangements will have been
devised and put into operation by which the socialist countries and the private capital
countries will be doing considerable business together, neither being required to abandon
its base idea....

These powerful factors of production — that is, capital, technology and manage-
ment — will be fully mobile, neither contained nor containable within national borders....

As a framework for their [multinational corporations] development and applica-
tion will be the establishment of more effective supranational institutions to deal with
intergovernmental matters and matters between governments and world industry. A key
intergovernmental institution that needs to work well in a world economy is the Interna-
tional Monetary Fund. The IMF will become, in Robert Roosa's [Brown Bros. Harriman
& Co.] words, the most advanced embodiment of the aspirations that so many have for a
world society, a world economy. The IMF, he forecasts for 1990, is going to be the source
of all of the primary reserves of all the banking systems of the world....

For, in the final analysis, we are commanded by the fact that the economies of the
major countries of the world will be interlocked. And since major economic matters in
all countries are also important political matters in and between countries, the inevitable
consequence of these propositions is that the broader and total destinies — economic, politi-
cal, and social — of all the world's nations are closely interlocked. We are clearly at that
point where economic issues and their related effects can be considered only in terms of
a total world destiny, not just separate national destinies, and certainly not just a separate
go-it-alone destiny for the United States.

The Serious Seventies : c. 1972

113

"The Field of Educational Technology: A Statement of Definition" by Donald P. Ely, editor
and chairman of the Definition and Terminology Committee of the Association for Educational
Computing and Technology (AECT, a spin-off of the National Education Association), was cir-
culated in October, 1972. In this paper leading specialists in the field of educational technology
warn of the potential dangers of computers and the need for ethics in programming. One of
the participants in the production of this position paper said: "If it is decided the work will
bring about negative ends, the concerned professional refuses to perform it." (See Appendix
VIII for fuller excerpts.)

Dr. Chester M. Pierce, M.D. of Harvard University wrote an article entitled "Becoming
Planetary Citizens: A Quest for Meaning" which appeared in the November 1972 issue of Child-
hood Education. Excerpts follow which include alarming recommendations for "education":

Creative Altruism

In the past forty years social science experimentation has shown that by age five children
already have a lot of political attitudes. Regardless of economic or social background, almost
every kindergartner has a tenacious loyalty to his country and its leader. This phenomenon
is understandable in the psychological terms of loyalty to a strong father-figure and of the
need for security. But a child can enter kindergarten with the same kind of loyalty to the
earth as to his homeland....

Systems Analysis

Children can be taught to integrate knowledge of systems in ever-widening circles. I don't
know how to tell you to do it, but as professionals you will be challenged to find ways. Just
because no one yet knows how doesn't mean it can't be done....

New Views of Parenting

Another essential curricular decision you will have to make is what to teach a young child
about his future role as a man or a woman. A lot will depend on what you know and what
your philosophy is about parenting.... Already we are hearing about experiments that are
challenging our traditional views of monogamous marriage patterns....

Learning to Relinquish

Finally — perhaps most difficult of all — you will have to teach children how to unlearn, how
to re-learn and how to give up things....

Public Problem Number One

If we truly accept that today's child must grow [up] to be a cosmopolite and "planetary
citizen," we face major problems. How do you get a child to see that the whole world is
his province when every day on television he sees people who can't live next door to their
neighbors, who argue about things like busing?... Before the horizon I think the major
problem to be solved in America if we are to enable people to grow as super-generalists and
"planetary citizens" is the elimination of racism. Paradoxically, both the two chief deterrents
and the two chief facilitators to this goal are the public school system and the mass media....
Early childhood specialists have a staggering responsibility but an unrivaled importance in
producing "planetary citizens" whose geographic and intellectual provinces are as limitless
as their all-embracing humanity.

114

Bruce Joyce and Marsha Weil of Columbia Teachers' College wrote Models of Teaching
(Prentice Hall, Inc. : Englewood Cliffs, New Jersey, 1972) . The book was the product of research
funded by the U.S. Office of Education's Bureau of Research under a contract with Teachers'
College, Columbia University, in 1968. Models of Teaching's importance lay not only in the
fact that the book itself would be used extensively for in-service teacher training in behavior
modification, but that the book would serve as the foundation from which Joyce would develop
his "Models of Teacher Repertoire Training," which has been used extensively (since the 1970s
to the present) in order to change the teacher from a transmitter of knowledge (content) to a
facilitator of learning (behavior modifier). Several excerpts from Models of Teaching follow:

Principles of teaching are not conceived as static tenets but as dynamically interactive with
social and cognitive purpose, with the learning theory underlying procedures, with avail-
able support technology, and with the personal and intellectual characteristics of learning
groups. What is emphasized is the wide range of options the teacher may adopt and adapt
to his unique situation.

In the preface, which has a subtitle, "We Teach by Creating Environments for Children," Joyce
and Weil explain:

In this book we describe models which represent four different "families" of approaches to
teaching. Some of the models focus on the individual and the development of his unique
personality. Some focus on the human group and represent ways of teaching which empha-
size group energy, interpersonal skills, and social commitment. Others represent ways of
teaching concepts, modes of inquiry from the disciplines, and methods for increasing intel-
lectual capacity. Still others apply psychological models of operant conditioning to the teach-
ing-learning process. For the teacher we provide some advice on how to learn the various
models based on our experiences in the Preservice Teacher Education Program at Teachers
College, Columbia University. For curriculum and materials designers we include chapters
on systematic planning using a variety of models of teaching. For both, we present a system
for deciding what approaches to teaching are appropriate for what ends and how models
can be selected to match the learning styles of children, (pp. xiii-xiv)

Excerpts from the table of contents of Models of Teaching include:

(2) Group Investigation — Democratic Process as a Source. The school is considered as a
model of an ideal society. This chapter explores a variety of democratic teaching designed
by Herbert Thelen to bring about a new type of social relationship among men....

(5) The Laboratory Method — The T-Group Model. The National Training Laboratory has
developed approaches to train people to cope with change through more effective social
relationships. This model is the father of the encounter-group strategies.

(6) Concept Attainment — A Model Developed from a Study of Thinking. This model was
developed by the authors from a study of work by Jerome S. Bruner and his associates.
[Bruner will be encountered in a later entry as a developer, along with B.F Skinner, of the
humanistic social studies curriculum, Man: A Course of Study, ed.]

(7) An Inductive Model — A Model Drawn from Conceptions of Mental Processes and General
Theory-Building. The late Hilda Taba developed a series of models to improve the inductive

The Serious Seventies : c. 1972

thinking ability of children and adults. Her strategies are presented in this chapter.... [In
1957 a California State Senate investigative committee exposed the work of Hilda Taba as
harmful to children, ed.]

(12) Non-Directive Teaching — Rogerian Counseling as a Source. From his studies of coun-
seling and therapy, Carl Rogers has developed a flexible model of teaching emphasizing an
environment which encourages students to create their own environments for learning.

(13) Classroom Meeting Model — A Model Drawn from a Stance toward Mental Health.
Another therapist, [William] Glasser, has also developed a stance toward teaching — one
which emphasized methods easily applicable to the classroom situation.... [In 1971 the
Citizens Committee of California, Inc., presented "A Bill of Particulars" for the abolition of
Dr. William Glasser's theory from the Orange County Unified School District which stated
in part: "Dr. Glasser has developed a method of education which negates a desire to achieve
and compete; destroys respect for authority; expounds a 'situational ethics' philosophy; and
develops group thinking." William Glasser's philosophy is a component of Outcome-Based
Education, ed.]

(15) Awareness Training — A Model to Increase Human Awareness. Gestalt therapists and
other humanistic psychologists have focused on strategies for increasing the awareness and
sense of possibilities of individuals. A number of models for sensitivity training have been
developed by William Schutz.

(16) Operant Conditioning — The pioneering work of B.R Skinner has been followed by a
mass of approaches to teaching and training based on the shaping of learning tasks and use
of reinforcement schedules. Several such models are explored here.

(17) A Model for Matching Environments to People — The psychologist David Hunt has gen-
erated a "model of models" — an approach to teaching which suggests how we can match
teaching styles to learning styles so as to increase growth toward personal flexibility.

(18) The Models Way of Thinking — An Operational Language. The chapter explores the
philosophical and practical implications of a stance toward education and includes a spec-
trum of models which have different uses for different students.

One finds the following information in chapter 16 under the title "Operant Conditioning

The person most responsible for applying behavioral principles to education is B.R Skinner,
whose Theory of Operant Conditioning provided the basis for programmed instruction.

The Theory of Operant Conditioning represents the process by which human behav-
ior becomes shaped into certain patterns by external forces. The theory assumes that any
process or activity has observable manifestations and can be behaviorally defined, that is,
defined in terms of observable behavior. Either or both of the theory's two major opera-
tions, reinforcement and stimulus-control, are emphasized in the educational applications
of operant conditioning theory.

Conditioning refers to the process of increasing the probability of occurrence of existing
or new behavior in an individual by means of reinforcement. In operant conditioning the
response (behavior) operates upon the environment to generate consequences.

The consequences are contingent upon the emission of a response, and they are rein-
forcing. For example, the response "Pass the butter" operates upon the environment, another

116

person, to obtain the butter. The response is reinforced by the receipt of the butter. In other
words, the probability that a future desire for butter will elicit the same response is increased
by its initial success.... The stimulus and reinforcement are independent variables upon which
the response is dependent. As Skinner phrases it "the stimulus acting prior to the emission
of the response, sets the occasion upon which the response is likely to be reinforced." (1)
A stimulus is "any condition, event or change in the environment of an individual which
produces a change in behavior. " (2) It may be verbal (oral, written) or physical. A response
may be defined as a unit of behavior. . . . According to Skinner, reinforcement must immedi-
ately follow a response if it is to be effective. Delayed reinforcement is much less effective
in modifying behavior, (pp. 271-273)

An official overview of the "Models of Teacher Repertoire Training" program, made avail-
able to the author while working in the U.S. Department of Education, states under "Brief
Description of Intervention" the following:

The objective of the intervention is to prepare teachers who can choose from a number
of available alternatives the most appropriate strategy to be used with a particular group
of students in a particular situation at a particular time. "Most appropriate" refers to the
effectiveness of the strategy selected vs. the alternatives in terms of the probability that the
students will learn what the teacher has predicted for them. The feasibility of achieving
this objective in a clinical, or controlled situation has been long established. This interven-
tion establishes that feasibility in the real world of the elementary and secondary school
settings and offers a reliable, cost effective plan to do so.... The models which have been
selected for this system are ones for which there is empirical evidence and/or theoretical
grounding which supports the probability that students will learn what is predicted from
them. Teachers learn to select the models and match them to the objectives they seek.... The
families include: (1) Behavior Modification and Cybernetic Models which have evolved from
attempts to develop efficient systems for sequencing learning tasks and shaping behavior by
manipulating reinforcement.... Clinical analysis guides are useful to provide feedback about
performance and to support on-site coaching. In addition to print material there are more
than thirty hours of video tapes to support the training system.... The principal criterion of
effectiveness rests upon existing empirical evidence that pre-specified changes in teaching
behavior will produce predictable changes in pupil performance.

This information suggests that Skinner — and, evidently, Joyce and Weil — believe that man
is truly only a response organism with no intrinsic soul or intellect, definitely a product of
evolution. During a U.S. Department of Education Joint Dissemination Review Panel meet-
ing at which Bruce Joyce and Jim Stefansen submitted application for funding, some of the
participants made the following statements:

JOYCE: "It has been difficult in the past to bring about curriculum change, behavior
change. In California we are establishing a network of 100 school districts. New
strategies for teaching and exporting programs."

COULSON: "Couldn't agree more that what you are doing needs to be done. Maybe
we are not ready yet to talk about selective use of repertoire. You must gather data
supporting selective use of methods."

STEFANSEN: "Primary claim is we do know how to train teachers to make ultimate
choices so that when those behaviors take place students are affected. Question is,
can you train teachers to accept strategies each of which we know are the better of

The Serious Seventies : c. 1972

117

two or more choices?"

JACKSON: "No question in my mind that Joyce is onto something of great importance.
Problem here has to do with claims of effectiveness rather than evidence of effective-
ness. Relationship between teacher behavior and student achievement."

(UNKNOWN PANEL MEMBER) "There are thousands of investigations to support
Skinner strategies."

The following excerpt from the "Models of Teacher Repertoire Training" — which includes
most of the highly controversial behavior modification methods in existence — is taken from
Models of Teaching by Joyce and was furnished to this writer by the Maine Facilitator Center
in Auburn, Maine in 1985. 4

(1) Information Processing — how do students acquire and act on information?

Concept Attainment — Jerome Bruner, Goodnow, Austin
Inductive Thinking — Hilda Taba

Direct Instruction — Benjamin Bloom, Madeline Hunter, James Block and
Ethna Reid [How interesting that Joyce identifies the four most influential devel-
opers and promoters of Skinnerian "Mastery Learning/Teaching" with "Direct
Instruction," which is the method attributed to Siegfried Engelmann and called
for in the Reading Excellence Act of 1998, ed.]

(2) Personal Family — How does each person develop his/her unique possibilities?

Nondirective Teaching — Carl Rogers
Synectics — Thomas Gordon
Classroom Meetings — William Glasser

(3) Social Models — How does the individual relate to society or other people?

Jurisprudential Inquiry — Oliver and Shaver
Role Playing — Shaftel, Chesler and Fox

(4) Behavioral Models — How is visible behavior changed?

Training Model

Stress Reduction — Decker

Assertiveness Training — Wolpe, Lazarus

[Ed. Note: The writer has given extensive coverage to Models of Teaching since these teacher
behavior modification training programs have been in effect for thirty years and are probably
the most inclusive. It includes many, if not all of the controversial methods about which parents
complain, if they are lucky enough to find out they are being used. Most parents are unaware
of these manipulative methods intended to change their children's behavior. Considering the
prevalence of behavior modification in the schools it is a wonder our schools and our children
are not in worse shape than they are. There has obviously been immense teacher and student
resistance to this type of manipulation.]

President Richard Nixon created the National Institute of Education (NIE) in 1972.
Serving as a presidential assistant at that time, Chester Finn (who would later be appointed
assistant secretary of education, Office of Educational Research and Improvement under

118

Secretary William Bennett in the Reagan administration) was one of the principal authors of
Nixon's proposal for NIE. The December 8, 1982 issue of Education Week contained an inter-
esting article on the history and purpose of NIE entitled "Success Eludes 10-Year-Old Agency."
An excerpt which pertains to the redefinition of education from academic/content-based to
scientific, outcome-/performance-based follows:

"The purpose of a National Institute of Education, " said Daniel P. Moynihan who was the
agency's principal advocate in the Nixon Administration, "is to develop the art and science
of education to the point that equality of educational opportunity results in a satisfactory
equivalence of educational achievement. "

For those who have difficulty understanding Daniel Moynihan's education jargon, "develop
the art and science of education to the point that equality of educational opportunity results in
a satisfactory equivalence of educational achievement" means that education from that time
on would be considered a "science." In other words, with education becoming a "science,"
behavioral psychology (Pavlov/Skinner) would be used in the classrooms of America in order
to equalize results which would be predictable and could be scientifically measured. The
teacher and student would be judged not on what they know, but on how they perform — like
rats and pigeons — facilitating the "redistribution of brains. " Professor James Block, a leader
in Skinnerian/mastery learning circles, discussed this redistribution of brains in an article
published in Educational Leadership (November 1979) entitled "Mastery Learning: The Cur-
rent State of the Craft. " Block explained that:

One of the striking personal features of mastery learning, for example, is the degree to
which it encourages cooperative individualism in student learning as opposed to selfish
competition. Just how much room is there left in the world for individualists who are more
concerned with their own performance than the performance of others? One of the striking
societal features of mastery learning is the degree to which it presses for a society based on
the excellence of all participants rather than one based on the excellence of a few. Can any
society afford universal excellence, or must all societies make most people incompetent so
that a few can be competent?

Returning to the Education Week article referenced above, the story of NIE continued:

Among the serious, continuing obstacles to the Institute's attainment of its goals, those inter-
viewed for this article cited the following three: Understanding, Funding, and Leadership....
Under "Understanding" one reads: "Because educational research is a relatively young area of
social science, it does not enjoy wide respect among scholars, and its relationship to teaching
and learning is poorly understood by many of those who work in the schools."

The first director chosen by the current [Reagan] Administration to head the institute,
Edward A. Curran, articulated the conservatives' position in a memorandum to the Presi-
dent last May that called for dismantling the institute. "NIE is based on the premise that
education is a science whose progress depends on systematic 'research and development.'
As a professional educator, I know that this premise is false," wrote Mr. Curran, who was
dismissed from the agency shortly thereafter.

[Ed. Note: Ed Curran was the first "shoe to drop"; he would be followed by some of the nation's
finest academic teachers who also held Curran's view that education is not a science.

Of interest to this writer is the extensive influence NIE's research has on local classroom

The Serious Seventies : c. 1973

119

practice considering its rather paltry budget. The reason for this lies in the fact that 90% of
all education research is federally funded, thus guaranteeing that NIE controls 90% of the
national research product — teaching and learning. When the National Institute of Education
was finally abolished none of its functions were eliminated since it was subsumed by the Office
of Educational Research and Improvement.

"Equivalence of educational achievement," described by Patrick Moynihan, equals Per-
formance-Based Education (PBE) and Outcome-Based Education (OBE), which in turn equal a
deliberate dumbing down of American teachers and youth — necessary in order to implement the
performance-based workforce training agenda planned since the early nineteen hundreds.

Good academic- and content-oriented teachers understand that education is not social
science. In 1999 efforts are being made to encourage these good teachers to get out of the way
so that teachers trained in performance-based Skinnerian teaching and Total Quality Manage-
ment can be hired to replace them.]

1973

Schooling in the United States by John Goodlad, M. Frances Klein, and Jerrold M.

Novotney (Charles F. Kettering Foundation Program: McGraw-Hill Co., New York, 1973) was
published. Excerpts follow:

CONDITIONING OR BEHAVIOR MODIFICATION:

Several experimental preschool programs make extensive use of behaviorist theory (now
called "operant conditioning" or "behavior modification") as a means of instruction in both
the cognitive and socioemotional realms. [Professor Lawrence] Kohlberg notes:

In general, such a program implies a play for shaping the child's behavior by successive
approximation from responses. At every step, immediate feedback or reward is desirable
and immediate repetition and elaboration of the correct response is used. A careful detailed
programming of learning is required to make sure that (a) each response builds on the
preceding, (b) incorrect responses are not made since once made they persist and interfere
with correct responses, and (c) feedback and reward are immediate.

The Liverpool Laboratory School at the Research and Development Center in Early
Childhood Education at Syracuse University is a program based directly on reinforcement
theory. . . . The school is to determine whether children can learn cognitive skills during the
preschool years and to identify techniques which will be successful in bringing about such
learning. The program is built around a highly detailed schedule of reinforcement. Skills to
be taught are broken down into specific components, each of which is immediately reinforced
when it appears correctly. Teachers reinforce in four steps: in the first, raisins or candies
are awarded for each correct response; in the second, the candies are replaced by tokens
which can be traded for a small prize; the third involves distributing tokens which can be
exchanged for more valuable tokens. Two or more of the latter may be traded for a prize. In
the fourth step, four valuable tokens are required to receive a prize....

Bereiter and Engelmann [Direct Instruction/DISTAR/Reading Mastery (SRA)] also use
operant conditioning in their program. Their reinforcement program contains both verbal
and tangible rewards. Weber describes a rapid-fire sequence in language training in which
the teacher verbally reinforces each response of the students:

120

Teacher: What is the same as beautiful?
Children: Pretty.

Teacher: Good. You are so good. If someone is beautiful they are pretty. What is the

opposite of pretty?
Children: Ugly.

Teacher: I'll have to shake everyone's hand....

She also speaks of an arithmetic lesson in which the children were given a cracker for each
correct response....

Teaching and managing behavior by means of operant conditioning does not appeal to
all and raises several moral issues. In the first place, it postulates an image of the learner as
passive and receptive and leaves little room for individuality and creative thinking. Accord-
ing to William E. Martin in Rediscovering the Mind of the Child:

A science of behavior emphasizes the importance of environmental manipulation and
scheduling and thus the mechanization and routinization of experience. Similarly, it stresses
performance in the individual. Doing something, doing it efficiently, doing it automati-
cally — these are the goals. It is the mechanization of man as well as the mechanization
of the environment. The result is the triumph of technology: a push button world with
well-trained button-pushers, (pp. 40-43)

[Ed. Note: Surely, if American parents understood this dehumanizing method being imple-
mented in the nation's schools under whatever label — OBE, ML, DI in conjunction with com-
puters — they would see the many dangers to their children. One of those dangers being that
after twelve years of rewards for correct answers, will their children ever have the courage or
be motivated to do anything on their own — to take a stand when what is left of their "prin-
ciples" is challenged? If this method is implemented in all schools of the nation, and I mean
ALL— public, private, religious and home school (in many cases due to the use of computers
or "Skinner's box") as is happening right now — our nation will become a nation of robotic
drones responding to whomever wishes to control them for whatever purpose.]

Ronald G. Havelock's The Change Agent's Guide to Innovation in Education was pub-
lished (Educational Technology Publishing: Englewood Cliffs, New Jersey, 1973). This Guide,
which contains authentic case studies on how to sneak in controversial curricula and teaching
strategies, or get them adopted by naive school boards, is the educator's bible for bringing
about change in our children's values. Havelock's Guide was funded by the U.S. Office of
Education and the Department of Health, Education and Welfare, and has continued to receive
funding well into the 1980s. It has been republished in a second edition in 1995 by the same
publishers.

[Ed. Note: Why is it that the change agents' plans and their tools to "transform" our educa-
tional system never change, while parents and teachers are told, repeatedly, that they must
be ready and willing to change 7 .]

Foundations of Behavioral Research, Second Edition by Fred N. Kerlinger of New York
University (Holt, Rinehart and Winston, Inc.: New York, 1973) was published. Describing the

The Serious Seventies : c. 1973

121

purpose of writing this textbook, Dr. Kerlinger wrote in his preface:

The writing of this book has been strongly influenced by the book's major purpose: to help
students understand the fundamental nature of the scientific approach to problem solution....
All else is subordinate to this. Thus the book, as its name indicates, strongly emphasizes the
fundamentals or foundations of behavioral research [emphasis in original].

To accomplish the major purpose indicated above, the book... is a treatise on scientific
research; it is limited to what is generally accepted as the scientific approach.

Kerlinger's treatise on scientific research, from which the writer quotes, would have been
strengthened considerably had he included the following description of Wilhelm Wundt's
theory: 5

A thing made sense and was worth pursuing if it could be measured, quantified, and scientifi-
cally demonstrated. Seeing there was no way to do this with the human soul, he proposed
that psychology concern itself solely with experience.

Hence, behavioral psychology and scientific research were born. With such a heavy
emphasis on quantifiable, measurable, and scientifically demonstrable performance as a base
for psychological research, the writer felt it important to use an instructive text which would
help the reader understand the complexities of what is known as "the scientific method," since
it is being so widely proclaimed as the be-all and end-all of educational curriculum develop-
ment and methodology today. Fred Kerlinger states in his Foundations of Behavioral Research
textbook that:

Scientific research is a systematic, controlled, empirical and critical investigation of
hypothetical propositions about... the presumed relations among natural phenomena.... If
such and such occurs, then so-and-so-results....

The scientist... systematically builds his theoretical structures, tests them for internal
consistency, and subjects aspects of them to empirical test. Second, the scientist systemati-
cally and empirically tests his theories and hypotheses.

These statements lead one to believe that the true scientific method so often employed
by scientists dealing with experimental material which can be replicated and tested is being
employed by behavioral psychologists. However, the following quotes from Kerlinger's textbook
will quickly dispel this misconception:

Many people think that science is basically a fact-gathering activity. It is not. As M. Cohen
says:

There is... no genuine progress in scientific insight through the Baconian method of accumu-
lating empirical facts without hypotheses or anticipation of nature. Without some guiding
idea we do not know what facts to gather. . . we cannot determine what is relevant and what
is irrelevant. [From A Preface to Logic (Meridian: New York, 1956) by M. Cohen.]

The scientifically uninformed person often has the idea that the scientist is a highly
objective individual who gathers data without preconceived ideas. Poincare pointed out how
wrong this idea is. He said:

It is often said that experiments should be made without preconceived ideas. That is

122

impossible. Not only would it make every experiment fruitless, but even if we wished to
do so, it could not be done. [From Science and Hypothesis (Dover: New York, N.Y., 1952)
by H. Poincare.] (p. 16]

In other words, if we as parents and citizens believe that the same "scientific, research-
based" standards applied to research in education and psychology are those applied to medi-
cine, geology, or engineering, we are sadly mistaken. If we believe that objective criteria are
employed when evaluating educational curriculum or behavioral analysis, we are likewise
mistaken. Therefore, when presented with proposals in academic curricula that purport to be
founded in "scientific, research-based" evaluation, we should take them with a grain of salt!
For instance, Kerlinger, as a psychological researcher, wrote about "Science and Common
Sense":

Common sense may often be a bad master for the evaluation of knowledge.... [One] view
would say that science is a systematic and controlled extension of common sense, since
common sense, as [J.] Conant points out, is a series of concepts and conceptual schemes
satisfactory for the practical uses of mankind. But these concepts and conceptual schemes
may be seriously misleading in modern science — and particularly in psychology and educa-
tion. It was self-evident to many educators of the last century. . . to use punishment as a basic
tool of pedagogy. Now we have evidence that this older common sense view of motivation
may be quite erroneous. Reward seems more effective than punishment in aiding learning.

The reader by now may recognize the fact that B.F. Skinner's behavioral theories have
conclusively influenced psychological and educational theory, based on the last statement
above — the fact that "rewards are more effective than punishment in aiding learning." This is
vintage Skinner, who also did not believe in punishment. Skinner thought that a person could
be controlled by the environment — psychologically facilitative "school climate" — to do what
is best for him. Bad behavior should be ignored, according to Skinner. Good behavior should
be rewarded. A very good method of dog training!

Kerlinger went on to point out that:

A final difference between common sense and science lies in explanations of observed phe-
nomena. The scientist, when attempting to explain the relations among observed phenom-
ena, carefully rules out what have been called "metaphysical explanations." A metaphysical
explanation is simply a proposition that cannot be tested. To say, for example, that people are
poor and starving because God wills it, that studying hard subjects improves the child's moral
character, or that it is wrong to be authoritarian in the classroom is to talk metaphysics.

The New World Dictionary (Merriam Webster: New York, 1979) defines "metaphysics"
as follows: "the branch of philosophy that deals with first principles and seeks to explain the
nature of knowledge, nature of being or reality; metaphysical; beyond the physical or mate-
rial; incorporeal, supernatural, transcendental." Most parents and even teachers are very well
acquainted with what behavioral scientists call "metaphysics" in this context. The fact that
behavioral researchers discount this important aspect of man's personality and being is con-
sistent with what this writer perceived when gathering the research for this book — particularly
in the chapter entitled "The Fomentation of the Forties and Fifties" when Kinsey, Bloom and
Skinner brought together the powerful tools for the deconstruction of the God-fearing, edu-
cated man of the early twentieth century. There is no place for this brand of "science" when

The Serious Seventies : c. 1974

123

dealing with educational theories and methods which will influence forever the character and
concept of man.

The bottom line for understanding this conflict between science and psychology is that
the application of statistical methods to human behavior in the name of science is misdi-
rected and inappropriate. When we measure natural phenomena, we get results that will vary
depending upon the environmental factors affecting the thing being measured. For example,
we can measure the speed at which a rock falls from a certain height. Although the rock's
speed may be affected by external factors, such as air resistance, there is nothing the rock
can do, no decision it can make that will change the speed at which it falls. However, when
we attempt to measure a person's attitudes or opinions, that person can change his or her
attitude, opinion, or belief at any time— often because of a conscious, deliberate decision to
do so, as an act of will. Such deliberate assertion of a person's will is extremely difficult, if
not impossible to measure.

The social "sciences" and psychology have long yearned for the respectability of scientific
disciplines, and have touted themselves as science for many decades. However, both fields
emerged from the same humanistic cesspools of the last century. In discussing the shift to
modern "naturalistic" or "materialistic" science, the late Dr. Francis Schaeffer warned:

When psychology and social science were made a part of a closed cause-and-effect system,
along with physics, astronomy and chemistry, it was not only God who died. Man died. And
within this framework love died. There is no place for love in a totally closed cause-and-effect
system. There is no place for morals in a totally closed cause-and-effect system. There is no
place for the freedom of people in a totally closed cause-and-effect system. Man becomes a
zero. People and all they do become only a part of the machinery. 6

1974

The National Diffusion Network (NDN) , the transmission belt for federally funded and

developed innovative and/or behavior modification programs, was established in 1974. This
network, which bears much of the blame for the dilution of absolute values of those children
and parents exposed to NDN programs from the mid-seventies to the present, was created to
facilitate the adoption by local schools of innovative programs which had been approved by
the Joint Dissemination Review Panel (JDRP), a federal panel of educators.

Most, if not all, states received funding from the U.S. Department of Education to set up
Facilitator Centers staffed by educators familiar with NDN programs. These individuals who
had contacts in school districts throughout the individual states promoted the programs and
arranged for the "developers," or other staff associated with the program, to visit the state to
conduct in-service training at schools which had adopted the programs.

Often these programs were described in benign NDN program terms and flew under the
banner of "basic skills." Local school boards accepted them since they were subsidized and
less expensive to implement than programs developed by private sector textbook companies.
The NDN's penetration of the national educational landscape in the early 1980s is exemplified
by the fact that Texas alone had approximately seventeen NDN offices which facilitated the
adoption of programs. The State of Maine received some sort of "gold medal" for being the

124

number one state in its number of program adoptions.

There is no question that the National Diffusion Network programs have caused more
controversy among parents than any other programs developed with federal funds. The regional
hearings held by the U.S. Department of Education in 1984 to take testimony from citizens
regarding the need for regulations to enforce the Protection of Pupil Rights Amendment (PPRA)
consisted of emotional and angry testimony from teachers and parents regarding the value-
destroying programs in the NDN. The two most destructive programs developed prior to 1984
were Curriculum for Meeting Modern Problems, which contained The New Model Me for the
high school level, and Positive Attitude toward Learning. Both of these curricula employed
behavior modification techniques, values clarification, role playing and, specifically, such
games as "The Survival Game" — sometimes known as "The Lifeboat Game" — where students
were enlisted to decide who is worthy of survival in a shipwreck: the priest, the lawyer, the
pregnant mother, angry teenager, etc. — pure humanistic curricula. 7

[Ed. Note: Critiques of many of the most controversial NDN programs can be found in the
testimonies given during the hearings for proposed regulations for the Hatch Amendment in
1984 contained in Child Abuse in the Classroom edited by Phyllis Schlafly (Pere Marquette
Press: Alton, Illinois, 1984). 8 Mrs. Schlafly took it upon herself to publish these important
testimonies due to the U.S. Department of Education's unwillingness to do so. As late as 1994
the NDN continued to list The New Model Me as an "exemplary program" in its Educational
Programs that Work, the catalog of the National Diffusion Network. 9 Such blatant continua-
tion of programs designed to destroy children's values, no matter which administration is in
office, is shocking.]

A Performance Accountability System for School Administrators (Parker Publishing
Co., Inc.: West Nyack, N.Y., 1974) by T.H. Bell, Ph.D., was published. T.H. Bell later served
as secretary of education during President Ronald Reagan's first term in office, 1981-1985.
Excerpts from Bell's book follow:

USE OF TESTS IN NEEDS ASSESSMENT:

The economic, sociological, psychological and physical aspects of students must be taken
into account as we look at their educational needs and accomplishments, and fortunately
there are a number of attitude and inventory scales that can be used to assess these admit-
tedly difficult to measure outcomes, (pp. 33-34)

Most of these efforts to manage education try to center in one place an information center
that receives reports and makes available to all members of the management team various
types of information useful to managers, (p. 45)

[Ed. Note: There is no question in this writer's mind that this one man bears much of the
responsibility for the deliberate dumbing down of our schools. He set the stage for out-
come-based education through his early support for systems management — Management by
Objectives and Planning, Programming, Budgeting Systems. These systems later evolved into
full-blown Total Quality Management for education, having gone through the initial stage
of Professor Benjamin Bloom's Mastery Learning and ending up in 1984 as William Spady's

The Serious Seventies : c. 1974

125

Transformational OBE. Outcome-Based or results/performance/competency-based education
requires mastery learning, direct instruction, individualized instruction, systems management
and computer technology.

Bell's earlier activities in the 1970s as U.S. Commissioner of Education, including his
role in promoting and supporting dumbed-down life role competencies for K-12 (see 1975
Adult Performance Level Study and the 1983 Delker article) and his testimony before the U.S.
Congress in favor of a U.S. Department of Education, should have kept his name off of any
list of potential nominees presented to President Reagan. Concerns regarding this nomination
expressed by Reagan supporters were proved well-founded when: Bell spearheaded the technol-
ogy initiative in 1981 (see Project BEST, Better Education Skills Through Technology); funded
in 1984 William Spady's infamous Far West Laboratory (Utah OBE) grant which promised to
(and did!) put OBE "in all schools of the nation"; predicted that schools would be bookless
by the year 2000; recommended that all students have computers; and fired Edward Curran,
the director of the National Institute of Education, when Curran recommended to President
Reagan that his office (the NIE) be abolished.

According to a former member of the Utah Education Association who was a close friend
of Bell's in the 1970s, had the Senate Committee that confirmed T.H. Bell as secretary of edu-
cation read Bell's book, A Performance Accountability System for School Administrators, it is
unlikely he would have been confirmed. (See Appendix IX quotes from Bell's book.)]

"Parents Fear 'Big Brother' Aspect of New Concept" by Monica Lanza was WRiTten for

the Passaic, New Jersey The Herald News on March 20, 1974. Excerpts follow from the first
of a two-part series:

Questioning the purpose of modern educational goals by parents has brought to light
the possibility that a new curriculum ultimately could force all school children to fit a pre-
conceived mold or norm by computerized evaluation [emphasis in original] . And, students
who don't could be branded misfits and sent to a school psychologist for therapy. The threat,
they say, is in the form of a bill before the state legislature that would take effect July 1,
if passed. This bill would provide for two new Educational Improvement Centers in New
Jersey, bringing the total of such centers in the state to four. The centers are currently being
used by the federal government to reach the grass-roots level through its Elementary and
Secondary Education Act.... Under the stated aim of developing "critical thinking skills" in
children, the centers, as agents for the Planning, Programming, Budgeting System (PPBS) ,
have been charged with using behavior modification and sensitivity training to develop
those skills....

At the Cedar Knolls center in Morris County, Joseph T. Pascarelli, program developer,
recently conducted a workshop which was attended by a number of teachers who reviewed
one method of sensitivity training, known as the "Who Shall Survive" game. 9 Participants in
the game are given the sexes, backgrounds and capabilities of 15 people in a bomb shelter
that supports only seven people, and are asked to decide which seven are the best equipped
to re-populate the earth. The answer that none should be put to death is not accepted. This
type of training, according to opponents, changes the values of the students who may have
been taught at home that murder is wrong under all circumstances.

From the second article in the series, "Teachers Taught to Be Agents of Social Change,'" the
reader is informed that:

126

Educational Improvement Centers (EICs) provide training to prepare teachers to become
agents for social change. . . .

A publication entitled Education: From the Acquisition of Knowledge to Programmed
Conditioned Response states: "Teachers who are seemingly impervious to change will be
sought out and trained on an individual basis, and forces which block the adoption of new
ideas will be identified and ways to overcome these forces will be explored."...

Behavior modification was the theme of a learning center at a workshop at the North-
western New Jersey EIC recently. A teacher rattled off the three domains of behavior modi-
fication as propounded by a Benjamin Bloom, who more than a dozen years ago, redefined
the purpose of education as "behavior modification."....

The multitude of programs available is mind-boggling. Programs filter down from entities
like the Educational Resource Information Center [ERIC] and are presented to local school
systems with a flourish. They are praised by gullible administrators and put into action by
unwitting teachers....

One of the reasons for their current success is that the language used in the presen-
tation of new programs is almost unintelligible. There are teachers who will admit to not
understanding the jargon, but not publicly — and those who do see underlying dangers say
nothing for fear of losing their jobs....

The father of the myriad federally financed programs is "Projects to Advance Creativity
in Education" (PACE). The PACE programs are described in a 584-page publication entitled
Pacesetters in Innovation which lists such "subjects" as psychotherapy, sensitivity training,
behavior modification, and humanistic curriculum. . . .

According to the Department of Health, Education and Welfare (HEW) Catalog of Assis-
tance, the PACE program reached seven million children during 1971 and 1972 at a cost of
$250 million. The Office of Education has more than 100 such programs, and HEW funded
70,000 behavioral research programs — some among prison inmates which were soundly
criticized and are being withdrawn from the prison system....

Mr. Thomas Hamill of the EIC Northwest, said that funds for "specific kinds of research
and development" are channeled to 16 national laboratories attached to colleges and uni-
versities, a dozen national laboratories studying "individually prescribed instruction," and
a number of Educational Resource Information Centers, for delivery to the EIC's.

[Ed. Note: Whenever and wherever individualized education is mentioned in professional
educational literature, parents should realize that Mastery Learning/OBE/DI is the required
instructional method. Homegrown individualized instruction, non-programmed kitchen table
type instruction, with a parent instructing his/her child using traditional textbooks and tests,
is not the same thing as institutionalized individualized instruction with its programmed,
computer-assisted instruction or programmed reading from a script, which often provides
immediate reinforcement with tokens, candy — rewards. Also of interest is the fact that prison
inmates are protected from subjection to behavior modification techniques and workers in
government offices are protected from subjection to training programs which are violations
of their religious liberties, but prohibition of the use of behavior modification techniques on
normal, American school children is non-existent. (See 1988 Clarence Thomas, chairman of
the Equal Employment Opportunity Commission and present U.S. Supreme Court Justice,
ruling concerning employment protection.)]

In 1974 Individual Rights and the Federal Role in Behavior Modification: Report of the

Subcommittee on Constitutional Rights from the Committee on the Judiciary, U.S. Senate,

The Serious Seventies : c. 1974

127

Washington, D.C. was prepared under the chairmanship of North Carolina's late Senator Sam
Ervin, who, unfortunately, was unable to continue his work on this important issue due to
his being called to serve as a member of the Senate Judiciary Committee investigating the
Watergate break-in. Ervin stated in the preface to the report:

[Technology has begun to develop new methods of behavior control capable of altering not
just an individual's actions but his very personality and manner of thinking as well. Because
it affects the ability of the individual to think for himself, the behavioral technology being
developed in the United States today touches upon the most basic sources of individuality,
and the very core of personal freedom. To my mind, the most serious threat posed by the
technology of behavior modification is the power this technology gives one man to impose
his views and values on another. In our democratic society, values such as political and reli-
gious preferences are expressly left to individual choice. If our society is to remain free, one
man must not be empowered to change another man's personality and dictate the values,
thoughts and feelings of another.

In 1974 A Curriculum for Personalized Education by Robert Scanlon, former Pennsylvania
Secretary of Education, was published by one of the U.S. Department of Education research
laboratories, Research for Better Schools in Philadelphia, Pennsylvania. Predicting the future,
Scanlon stated:

The emphasis in schools in 1985 will be to free the individual from subject matter as bodies
of knowledge and provide him or her with higher order skills.... One type is values clarifica-
tion.

In a speech given to and recorded by the Association for Supervision and CuRriculum

Development in 1974, 10 Dr. Leon Lessinger, superintendent of schools in Beverly Hills, Cali-
fornia and former associate commissioner of education in the U.S. Office of Education, called
for the implementation of Skinnerian behavior modification and discussed environmental
influence when he said:

Would that we had such a system; a system of accountability. Do we have a hog cholera
vaccine? Three ingredients of such a vaccine:

1. Target the experience in terms of outcomes;

2. Self-paced learning. We have the technology now. Modules. Small groups working
on common learning targets. Free learner from having to be there always in front of
teacher. If we know the target, we can do beautifully if we know the target.

3. Use of contingency rewards. May make you feel uncomfortable. Does me, but he
who shirks this responsibility does a disservice to the children of the United States.
Behavior Modification is here. Better for us to master and use wisely. Powerful ...
powerful... powerful.

Carolina Inn exists right across from my school. In the restaurant, rug is red; in the bar,
rug is orange. I know that because I happen to pass by!... Red in the restaurant — because

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you feel uncomfortable and it keeps you from dillydallying around dinner. Ah, but in the
bar, it's [warm, comfortable] orange!

Man, Education & Society in the Year 2000, written by Grant Venn, director of the Chief
State School Officers Institute and professor of education at Georgia State University, was a
report or summary of discussions which took place at the Fifth Annual Chief State School
Officers Institute at Jackson Hole, Wyoming, July 25-August 2, 1974. The report of the Institute
was sponsored by the U.S. Office of Education in cooperation with the Council of Chief State
School Officers, funded by the Office of Education, U.S. Department of Health, Education and
Welfare. There is a notation on the back cover which states: "The availability of this report
is limited. A single copy may be obtained free on request to the U.S. Office of Education as
long as the supply lasts. " Dr. Venn's best known publications are Man, Education and Work
(1963) and Man, Education and Manpower (1971). Excerpts from Dr. Venn's introduction to
the Summary Report of the Institute follow:

Seven days of intensive study and discussion with the top leadership of the U.S. Office
of Education and specialists invited to speak to the Chiefs reached an apparent consensus
regarding issues that are facing Man, Education and Society: The Year 2000....

The seven topics chosen for study by the Executive Committee of the Council of Chief
State School Officers, the U.S. Office of Education and the Institute Director... follow:

1 . The Role of the Future in Education — Alvin Toffler

2. Education and Human Resource Development — Willard Wirtz

3. The International Situation: The Role of Education — Frederick Champion Ward

4. Economic Matters: Public Dollar Availability — Allan K.Campbell

5. The Shape of Democracy: The Citizen Role — Forbes Bottomly

6. The Public and Private Life of the Individual — Harold Shane

7. Energy, Natural Resources and Growth — Charles J. Ryan

Excerpts from the body of Dr. Venn's summary follow:

We have reached a point where society either educates everyone or supports them....

Technological change has, suddenly and dramatically, thrown up a challenge to our
nation's political, economic, and education institutions. If it is to be solved, it is going to
demand a massive response on the part of American education. Technology has, in effect,
created a new relationship between man, his education and his society....

The home, the church, and the school cannot be effective maintainers since the future
cannot be predicted....

The clearest overall approach to finding better ways seemed to be a new role for the
state departments of education....

From the question of finances to the question of values that should be taught in the
schools, the consensus was that leadership and priority changing by state departments was
the most important step to be taken....

After all the questions had been asked and all the dialogue ended, it appeared that the
most difficult matter would be one of instituting new approaches to education....

Toffler's belief that the schools have been a "maintaining" institution for a static predict-
able society was not agreed to by all, but there was agreement that education for the future

The Serious Seventies : c. 1974

129

had to end its reliance on the past as predictor of the future....

The traditional cluster of knowledge, skills, values, and concepts will not help our
young face the future in their private life, the international situation, their citizen role, their
work role, nor in the area of energy, national resources or growth....

...Individuals need more learning about social process with a greater emphasis on
participation in group decision making. Again we come face to face with the fact that many
problems of the future must be solved based on values and priorities set by groups. Many
of these values will have to be enforced by group action and will need the involvement of
many individuals in order that hard decisions can be implemented. Many of the future prob-
lems cannot be solved by individual decision or action. The heavy emphasis on individual
achievement and competition may need to include learning about cooperation and group
achievement....

As learning becomes more tied to the future, personal and societal change "values"
come to the foreground. It is doubtful that we shall ever return to the concept of values in
the same way we saw them in the past.... Perhaps there is a need for the clarification of new
values needed to solve future problems. They may become clear as we begin a deliberate
search for values we wish to teach and provide experiences for our young in using these
values in solving real problems....

It would appear that our young have become isolated from the "real work" of society
and from the real decision making of society. Decision making [values clarification] may
become the subject of the learning process if there are greater opportunities for "action learn-
ing" and group learning by teachers and students....

The over emphasis on knowledge, information, and theories have caused our youth to be
freed from the testing of their beliefs in a non-controlled environment — the real world....

Conclusions

In addition to the three R's, the basic skills would appear to include group participation,
environmental relationships and planning for the future!... Organization, structure, role and
purpose, methods, content, financing, relationships among school and society, leadership
and time frames must all be evaluated and changed. The greatest danger seems to be that
simple improvement rather than basic change might be attempted....

The following conclusions seem to be suggested as approaches which might bring
about major change!... The states collectively should establish specific minimal competen-
cies in each of the basic tool skill areas and each state should make them the first priority
for funding, staffing and organizing....

Annual state reports should be devised to replace the normative achievement test in
the future with competency achievement.... The states should convene a task force to study
and report the ways that are being tried and ways that might be used to provide alternatives
to earning the high school diploma....

Students achieving minimal credits ought to be encouraged to develop their unique
aptitudes and to test these in the community, workforce, and the school systems.... There
should be a policy devised in each of the states that ends the long held basic of "time in
place" [Carnegie Unit] as the evaluation of learning for credit.

Regulations must be developed which encourage the use of the community, adults,
students and other learning sites than the classroom and teachers.... Full-time attendance
from grades one through twelve may have become a barrier to learning — what are the alterna-
tives?... Educational credit should be available to students for activities related to their studies
in work, volunteer action, community participation, school volunteer programs and other
programs contributing to the betterment of the home, school, community and society.... The

130

time traps of learning for the young, earning for the middle-aged and yearning for the retired
must be changed to a concept of continuous learning [UNESCO's lifelong learning, ed.].

Greater use of adults and students from other countries and cultures should be empha-
sized.... It is obvious that the schools alone cannot educate our youth. State Departments
should encourage, through policies and financing, the use of other societal agencies and
resources to be part of the planned educational program of high school and older youth....
Since the future indicates a smaller share of the public dollar for education, states should
develop regulations and policies which use the entire year and the entire society as educa-
tional resources....

The fifty states should organize a commission to establish the values that are significant
in approaching problems that must be faced in the future.... Since change is so great and
problem solving the necessity of the future, the state should establish a study which would
define the essential skills, understandings and approaches that our young should learn in
order to participate in the social decisions that must be made in the future....

Knowledge and information is not the only basis for solving problems; our schools
need to help our youth gain experience in group decision making as a basis for future citi-
zenship....

Each state ought to look at the problem of the role of the school in making the entry
job a means rather than an end.... Would a placement function for the schools help motivate
youth?... Every high school student ought to devote a portion of their time to the develop-
ment of a career related to the future and sensible public and private life. . . .

Most research in education has looked at parts and pieces rather than the total relation-
ship of man, education and society. The CCSSO should establish a long-range planning and
policy group to look at societal issues and the implications for education. At present, there
is no such body looking at this problem. Can the education Chiefs afford to let others do all
the directing of the future?

[Ed. Note: The reader cannot help but see that the above highly controversial recommenda-
tions made in 1974 have been implemented with hardly a hitch.]

Professor Lawrence Kohlberg's Moral Development Approach curriculum, "Eraical

Issues in Decision Making," was developed in the early 1970s and was used extensively in
law education courses in public and private schools. In 1974 Kohlberg was still developing his
classifications of "Stages of Moral Development" to include a Seventh Stage— that of "Faith."
Kohlberg's program was listed in the National Diffusion Network's catalog Programs that Work
as an exemplary program. Kohlberg's Moral Development Approach includes education in the
following "stages of moral development":

Stage 1 — "Avoid punishment" orientation: decisions are based on a blind obedience to

an external power in an attempt to avoid punishment or seek reward.
Stage 2 — "Self-Benefit" orientation: decisions are based on premise of doing something

for others if they reciprocate.
Stage 3 — "Acceptance by others" orientation: decisions are based on whether or not

their behaviors perceived as pleasing to others.
Stage 4 — "Maintain the social order" orientation: decisions are based on fixed rules

which are "necessary" to perpetuate the order of society as a whole.
Stage 5 — "Contract fulfillment" orientation: decisions are based on the individual

respecting impartial laws and agreeing to abide by them while society agrees to

The Serious Seventies : c. 1975

131

respect the rights of the individual.
Stage 6 — "Ethical principle" orientation: decisions are based on "conscience" and
respect for each person's individuality is paramount with the values believed to be
valid for all humanity.

After Stage 6, the individual experiences despair. He or she has developed principles of
justice, yet is faced with an unjust world. Moral philosophy cannot solve the problem.

Stage 7 — "Faith" orientation: decisions are concerned with "what is the ultimate mean-
ing of life?"

This "Faith" orientation stage does not conflict with the principles developed through the
first six stages; rather, it integrates those stages and provides a perspective on life's ultimate
meaning. In Stage Seven the individual advances from an essentially human to a cosmic
point of view. With Stage Seven there is a modification to a wider view of life. Emphasis
changes from the individual to the cosmos.

1975

Superintendent Ray I. Powell, Ph.D., of South St. Paul, Minnesota public schools spoke
out regarding values clarification and sensitivity training in 1975, saying, "It's all brainwashing! "
Excerpts follow from a memorandum to "All Administrators from Ray I. Powell" concerning
Center Bulletin No. 39: 1974-1975, dated February 26, 1975:

1. Parents have the prime responsibility for the inculcation of those moral and spiritual
values desired for their children in the areas of abortion and birth control. Indeed, this is an
inherent right of parents and must not be denied....

Effective immediately, the teaching, advising, directing, suggesting, or counseling of students
in these two (2) areas cannot be/shall not be the responsibility nor the task of the South St.
Paul Public Schools.

Rather, the efforts of the public schools, henceforth, shall be directed towards expand-
ing those complimentary learning experiences in other areas of the total curriculum that will
enhance these two (2) parental values, i.e.:

• preservation of the family unit.

• feminine role of the wife, mother, and homemaker.

• masculine role of guide, protector, and provider.

• advocacy of home and family values.

• respect for family structure and authority.

• enhancement of womanhood and femininity.

• restoration of morality.

2. There are more and more concerns and questions being registered today regarding the
questionable results and the true intent of SENSITIVITY TRAINING, as well as its germaneness
to the goals and objectives of public education, the training of educators, and the learning
experiences of students.

Consider these two (2) definitions of SENSITIVITY TRAINING (sources furnished upon

132

request) :

Sensitivity training is defined as group meetings, large or small, to discuss publicly inti-
mate and personal matters, and opinions, values or beliefs; and/or to act out emotions
and feelings toward one another in the group, using the techniques of self-confession and
mutual criticism.

It is also "coercive persuasion in the form of thought reform or brainwashing."

Is the prime concern in education today not to impart knowledge, but to change "atti-
tudes," so that children can/will willingly accept a controlled society? Are the public schools
being unwittingly re-shaped to accomplish this and without realizing it?

[Ed. Note: Dr. Powell then lists 54 terms which can all be included under Sensitivity Training,
a few of which are: T-Group Training, Operant Conditioning, Management by Objectives, Sex
Education, Self-Hypnosis, Role Playing, Values Clarification, Situation Ethics, Alternative Life
Styles, etc. Had all our schools had superintendents with Dr. Powell's character and courage,
most of the problems facing our children and families today would not exist.]

Congressman John Conlan of Arizona issued a press release regarding the coNtroversial
federally funded program for ten-year-old children called Man: A Course of Study (M:ACOS)
(Education Development Center: Cambridge, Massachusetts, 1975). On April 9, 1975 Conlan
said that the $7 million National Science Foundation-funded program was designed by a team
of experimental psychologists under Jerome S. Bruner and B.F. Skinner's direction to mold
children's social attitudes and beliefs along lines that set them apart and alienated them from
the beliefs and moral values of their parents and local communities. As a matter of fact, fifty
commercial publishers refused to publish the course because of its objectionable content. The
following gory story of cannibalism is excerpted from M:ACOS (Vol. 1):

The wife knew that the spirits had said her husband should eat her, but she was so exhausted
that it made no impression on her, she did not care. It was only when he began to feel her,
when it occurred to him to stick his fingers in her side to feel if there was flesh on her, that
she suddenly felt a terrible fear; so she, who had never been afraid of dying, now tried to
escape. With her feeble strength she ran for her life, and then it was as if Tuneq saw her only
as a quarry that was about to escape him; he ran after her and stabbed her to death. After
that, he lived on her, and collected her bones in a heap over by the side of the platform for
the purpose of fulfilling the taboo rule required of all who die. (p. 115)

October 24, 1975 the World Affairs Council of Philadelphia issued "A DECLARAtion of

Interdependence" written by well-known historian and liberal think tank Aspen Institute board
member Henry Steele Commager. This alarming document, which called to mind President
Kennedy's July 4, 1962 speech calling for a "Declaration of Interdependence," was written as
a contribution to our nation's celebration of its 200th birthday, and signed by 125 members
of the U.S. House and Senate. Excerpts follow:

WHEN IN THE COURSE OF HISTORY the threat of extinction confronts mankind, it is neces-
sary for the people of The United States to declare their interdependence with the people of

The Serious Seventies : c. 1975

133

all nations and to embrace those principles and build those institutions which will enable
mankind to survive and civilization to flourish....

Two centuries ago our forefathers brought forth a new nation; now we must join with
others to bring forth a new world order. . . .

WE AFFIRM that the economy of all nations is a seamless web, and that no one nation can
any longer effectively maintain its processes of production and monetary systems without
recognizing the necessity for collaborative regulation by international authorities.

[Ed. Note: In 1976 the National Education Association produced a social studies curriculum
entitled A Declaration of Interdependence: Education for a Global Community which Congress-
woman Marjorie Holt (R.-MD) described as "an atrocious betrayal of American independence."
It wasn't until the 1980s and 1990s that the relationship between "interdependence" or "new
world order" and America's education of children became prominent in outcomes in each
state. Interdependence is also an undergirding concept in global education.

In 1976 a coterie of internationalists thought their plans would have smooth sailing, not
the resistance they encountered at the grassroots level which set them back a good twenty
years. What we are experiencing in 1999 (American soldiers being deployed world-wide as
part of United Nations "peace-keeping" operations, and UN land confiscation through execu-
tive orders, etc.) was delayed by the activism of courageous Americans to whom we all owe
an enormous debt of gratitude.]

U.S. Commissioner of Education T.H. Bell made the following statement in a U.S. Office
of Education (HEW) press release on October 29, 1975, dealing with results of the University
of Texas Adult Performance Level (APL) Study. The study, headed by Dr. Norvell Northcutt,
was funded at approximately $1 million under Sec. 309 of the Adult Education Act. T.H. Bell's
statement follows:

One out of five American adults lacks the skills and knowledge needed to function effectively
in the basic day-to-day struggle to make a living and maintain a home and family, according
to a four-year investigation of adult functional competency released today by HEW's Office
of Education. Referring to the results of the Adult Performance Level (APL) study as "rather
startling," U.S. Commissioner of Education Terrell H. Bell said that they call for some major
rethinking of education on several levels. "To begin with," Dr. Bell added, "adult education
has to be reshaped so that students receive the kind of information that will make modern life
easier for them. I also think that State and local education agencies will want to examine what
they are teaching, even at the elementary levels, and perhaps reconsider their requirements
for high school graduation. " APL research defines functional competency as "the ability to
use skills and knowledge needed for meeting the requirements of adult living. "

[Ed. Note: Secretary Bell's recommendations were adopted by Oregon and Pennsylvania one
year later. In 1976 Pennsylvania commenced implementation of its controversial "Project '81"
which, according to its 1976 State Department of Education informational materials, "restruc-
tured Pennsylvania's Goals of Quality Education and developed a new program of basic skills
and initiated studies designed to help in developing comprehensive programs in general and
specialized education. " The same informational materials also stated that "Pennsylvania's Con-
temporary Family Life Competencies were taken from an outline of a course being implemented

134

at Parkrose High School in Oregon which focused on consumer economics competencies and
makes use of both school and community resources."

There is no question in this writer's mind that the "pre-determined" results of the Texas
APL Study set the stage for all state education agencies to commence dumbed-down continuous
progress competency-based education, which is just another label for Benjamin Bloom's and
William Spady's outcome- /performance- /results-based, school-to-work "education" — all of
which use Skinnerian pigeon-training methods (mastery learning and direct instruction) — and
that the initial thrust for this type of "all children can learn/redistribution of brains" lifelong
education came straight out of the United Nations.]

The Daily World of November 8, 1975 carried a very interesting article entitled "Plan-
ning Is Socialism's Trademark" by Morris Zeitlin. The Daily World (newspaper of the Com-
munist Party USA) was formerly known as The Daily Worker and was founded in 1924. The
importance of this article lies in its blatant admission that regionalism, which is gradually
becoming the accepted method of unelected governance in the United States (unelected coun-
cils and task forces, participatory democracy, public-private partnerships, etc.) is the form of
government used in democratic socialist and communist countries. The following are excerpts
from this article:

Cities in industrially advanced countries develop complex economic, social and political
interaction. In this process, major cities tend to consolidate neighboring smaller cities and
settlements into metropolitan regions. Rationally, metropolitan regions should constitute
governmental units having comprehensive planning and administrative powers within their
boundaries.

In our country (the United States), rival capitalist groups, jealously guarding their
special prerogatives, have rigidly maintained the traditional boundaries of states and coun-
ties while national economic and social development has created metropolitan regions that
overlap those boundaries. We have no regional government and no comprehensive regional
planning to speak of. Regional government and planning remain concepts our urban scholars
and planners have long advocated in vain. . . .

In socialist countries, metropolitan regions enjoy metropolitan regional government
and comprehensive planning. Of the many regions on the vast territory of the Soviet Union,
the Moscow Region commands special attention, for it has been, since the 1917 Revolution,
the country's economic and political center.

The economic and functional efficiencies and the social benefits that comprehensive
national, regional and city planning make possible in socialist society explain the Soviet
Union's enormous and rapid economic and social progress. Conversely, our profit-oriented
ruling capitalist class makes comprehensive social and economic planning impossible, caus-
ing waste and chaos and dragging the entire nation into misery and suffering as its rule
deteriorates and declines.

Project INSTRUCT another mastery learning program modeled along the lines of the

Exemplary Center for Reading Instruction (ECRI), was approved for dissemination throughout
the nation by the U.S. Office of Education's Joint Dissemination Review Panel (JDRP) May 14,
1975. The final evaluation of Project INSTRUCT stated that:

The Serious Seventies : c. 1976

135

The intent and emphasis in 1970 was on behavioral indices and concrete ways of showing
accountability; and the data would suggest that the reading of the students themselves may
not have increased, but the impact of Project INSTRUCT in the Lincoln, Nebraska Public
Schools seems to be very extensive and influential.

[Ed. Note: According to the final evaluation of Project INSTRUCT, Ronald Brandt, former
executive editor of the Association for Supervision and Curriculum Development's publication
Educational Leadership, was involved in the project.]

1976

Childhood in China, a book edited by William Kessen (Yale University Press: New Haven,
Connecticut, 1976), was reviewed by Kent Garland Burit of The Christian Science Monitor.
The following excerpts from Burit's review provide insight into the similarities of education
in Communist China in 1973 and Skinnerian Effective School Research used in American
restructuring in the 1980s and 1990s:

They were well-behaved, non aggressive with peers....

The immediate yielding to a teacher's request seemed remarkable to the Ameri-
cans....

The strategies and communication style of the teachers is also described. They initiate,
supervise closely, and terminate all activities. They teach by repetition and by formula. Their
verbal and nonverbal indications of approval are in a high ratio to indications of disapproval.
They discipline through persuasion and moralistic reasoning rather than punishment. They
exude a confident expectation of their pupils' compliance and cooperation....

The curriculum is saturated with ideological goals, the team reported. The child is
exposed to repeated exhortations to serve the society.

[Ed. Note: The foregoing quote with its behavioral terminology could come from an issue
of The Effective School Report, from which this writer has repeatedly quoted throughout this
book. Education in non-violence, tolerance, peer resolution, cooperative learning, and politi-
cally-correct curriculum — all of which will modify the behavior of American children so that
they will be like the above Communist Chinese children — is taking place in American schools
in 1999. (See April 21, 1982 Spady quote calling for the above "compliance.")]

The Los Angeles Times of May 21, 1976 (Part 1-B) carried an article entitled "Cuban
Children Combine Studies, Work" which clearly explained the communist work-study system
and the impact of community service, both of which are being implemented in the United
States in the 1990s. Important excerpts follow:

Havana (AP) — The door to the side room of an old cigar factory had been left ajar, and a
small knot of children could be seen preparing boxes of cigars for export. "It's part of our
education system," a Cuban tobacco official explained. "They are helping and learning."
The children, elementary school pupils about 9 to 11 years old, were examples of the unique
Cuban educational system of combining studies with physical work. The system, started in
1967, applies to all schools, including the island's four universities....

136

The Cubans say the idea is to produce well-rounded citizens capable of manual labor.
But the system also provides extra hands for an economy that urgently needs more produc-
tion.... Says Prime Minister Fidel Castro, "This helps to temper them from early childhood
in the habits of creative work, without running the risk of possible deformation through the
exclusive exercise of intellectual activity."...

One example of the system is found at Havana's 1,639 pupil U.S.S.R.-Cuba technical
school, so named because the Soviet Union equipped the school and trained the instructors.
The students, mainly boys 14 to 17, learn how to melt metal and to mold it into machine
parts. They are taught how to cast, weld, grind and operate a lathe. Girls work in laboratories,
learning to operate testing equipment for metals and machine parts. The parts, produced
while learning, are sent to factories that make machinery. The students themselves spend
part of their time working inside the factories. The school also teaches language, culture,
sports, political philosophy and ordinary school subjects....

Those who study for two years become what are called general workers for the fac-
tories, while four-year students become skilled technicians. All are guaranteed factory jobs
upon graduation....

At the University of Havana, there are 54,000 students this year. Full-time students
study four hours a day, six days a week and work another four hours daily in fields, factories
or at jobs related to their future careers.... Many older students fill their work requirement
by teaching, to offset the teacher shortage created when hundreds of thousands of Cubans
emigrated after Castro's 1959 revolution.... This commitment to working for the good of the
country remains after graduation. Graduates must serve anywhere in Cuba for three years,
then are allowed to return home to continue their careers.

Lawrence C. Pierce delivered a paper in 1976 entitled "School Site Management" to a

meeting of the Aspen Institute for Humanistic Studies in which he referred to site-based man-
agement as an "intermediate structure between centralized school management and education
vouchers." An excerpt follows:

On January 6, 1976, San Francisco School Superintendent Robert F. Alioto proposed
an organizational redesign of the district that included a shift from school district to school
site management. He said, in part:

I recommend that we move toward a school site management model that values staff and a
community involvement and stresses accountability. We must recognize the principal as the
instructional leader of the school. We must expand the budgeting and fiscal control at each
school site.... We must establish at each school site one active advisory committee which
includes parents, students, and staff representatives of the school's ethnic population....

Further support for proposals to decentralize school management arises from the desire
to increase public participation in school governance policies. Local control of the schools,
originally instituted to make them responsive to the people, nevertheless proved to be cum-
bersome, and it frequently obscured the state's responsibility for providing every child with
a basic education. In pursuit of greater accountability and higher professional standards,
the pendulum of school government, which in the early days of this country swung toward
representativeness and local control, later swung back toward greater professional autonomy
and stronger executive control....

...School site management is an intermediate structure between centralized school

The Serious Seventies : c. 1976

137

management and educational vouchers.

[Ed. Note: Read that last statement again. Twenty-one years later the carefully laid plans of the
internationalist Aspen Institute for Humanistic Studies are being implemented under the guise
of unaccountable choice/ charter schools, funded by the taxpayers. School-site management is
an early term for site-based or school-based management promoted by the National Education
Association in the 1980s and 1990s. Of extreme importance is the unambiguous call for the
use of (need for) vouchers, which will supplant "choice," essential for the implementation of
the international school-to-work agenda. The dollar amount of the voucher will depend on
the school council's determination of how much it will cost to train your child to be a janitor
(very little) or doctor (a lot).]

Lawrence P. Grayson of the National Institute of Education, U.S. Department of Educa-
tion, wrote "Education, Technology, and Individual Privacy" {ECTJ, Vol. 28, No. 3, pp. 195-208)
in 1976. The following are some excerpts from this important paper which serves as a clear
warning regarding the indiscriminate use of behaviorist methods and technology:

The right to privacy is based on a belief in the essential dignity and worth of the indi-
vidual. Modern technological devices, along with advances in the behavioral sciences, can
threaten the privacy of students. Fortunately, invasions of privacy in education have not
been widespread. However, sufficient violations have been noted to warrant specific legisla-
tion and to promote a sharp increase in attention to procedures that will ensure protection
of individual privacy. Technology that can reveal innermost thoughts and motives or can
change basic values and behaviors, must be used judiciously and only by qualified profes-
sionals under strictly controlled conditions. Education includes individuals and educational
experimentation is human experimentation. The educator must safeguard the privacy of
students and their families....

Privacy has been defined as "the right to be let alone" (Cooley, 1888) and as the "right
to the immunity of the person — the right to one's personality" (Warren and Brandeis, 1890).
Individuals have the right to determine when, how, and to what extent they will share them-
selves with others. It is their right to be free from unwarranted or undesired revelation of
personal information to others, to participate or withdraw as they see fit, and to be free of
unwarranted surveillance through physical, psychological, or technological means.

Justice William 0. Douglas expressed the concerns of many people when he stated:

We are rapidly entering the age of no privacy; when everyone is open to surveillance at
all times; when there are no secrets from the government.... [There is] an alarming trend
whereby the privacy and dignity of our citizens is being whittled away by sometimes
imperceptible steps. Taken individually, each step may be of little consequence. But when
viewed as a whole, there begins to emerge a society quite unlike any we have seen — a
society in which government may intrude into the secret regions of a man's life at will.
{Osborn v. U.S., 1966, pp. 341-343)

Behavioral science, which is assuming an increasing role in educational technology,
promises to make educational techniques more effective by recognizing individual differences
among students and by patterning instruction to meet individual needs. However, behavioral
science is more than an unbiased means to an end. It has a basic value position (Skinner,
1971) based on the premise that such "values as freedom and democracy, which imply that
the individual ultimately has free will and is responsible for his own actions, are not only

138

cultural inventions, but illusions" (Harman, 1970) . This position is contradictory to the basic
premise of freedom and is demeaning to the dignity of the individual. Behavioral science
inappropriately applied can impinge on individual values without allowing for personal dif-
ferences and in education can violate the privacy of the student....

Reflecting on the ethical values of our civilization in 1958, Pope Pius XII com-
mented:

There is a large portion of his inner world which the person discloses to a few confidential
friends and shields against the intrusion of others. Certain [other] matters are kept secret
at any price and in regard to anyone. Finally, there are other matters which the person is
unable to consider.... And just as it is illicit to appropriate another's goods or to make an
attempt on his bodily integrity without his consent, so it is not permissible to enter into
his inner domain against his will, whatever is the technique or method used....

Whatever the motivations of the teacher or researcher, an individual's privacy must take
precedence over effective teaching, unless good cause can be shown to do otherwise. Good
cause, however, does not relieve the teacher or school administrator from the responsibility
of safeguarding the privacy of the student and the family. Yet, many teachers and admin-
istrators remain insensitive to the privacy implications of behavioral science and modern
technology in education....

Intent on improving education, educators, scientists, and others concerned with the
development and application of technology are often insensitive to the issues of privacy raised
by the use of their techniques. For example, many psychological and behavioral practices
have been introduced on the ground that they will make education more efficient or effec-
tive. However, improvements in efficiency through technological applications can reinforce
these practices without regard to their effects. What is now being done in education could be
wrong, especially if carried out on a massive scale. As the use of technology becomes more
widespread, we may reach the point where errors cannot be detected or corrected. This is
especially important because technology interacts with society and culture to change estab-
lished goals and virtues. Propagating an error on a national level could change the original
goals to fit the erroneous situation. The error then becomes acceptable by default.

In developing and applying technology to education, potential effects must be analyzed,
so that negative possibilities can be identified and overcome before major resources are com-
mitted to projects that could produce undesirable long-term social consequences.

In matters affecting privacy it is better to err on the side of the individual, than on
that of research or improved educational practice. Violations of privacy can never be fully
redressed.

Ftnt. No. 14. Privacy is a constitutionally protected right; education is not. The Supreme Court ruled
in Griswold v. Connecticut (decided in 1965) that the right of privacy is guaranteed by the Constitu-
tion. In Rodriguez v. San Antonio Independent School District (decided in 1973), the Court ruled that
education is not a protected right under the Constitution.

United Nations Educational, Scientific, and Cultural Organization (UNESCO) in Paris,
France published The International Standard Classification of Education (ISCED-COM.75/WS/
27) in 1976. This publication revealed efforts at the highest international level to set up a clas-
sification system which will be available for use by planners assigned to the management of
the global economy. Some quotes from the introduction to this 396-page document follow:

The Serious Seventies : c. 1976

139

The International Standard Classification of Education (ISCED) has been designed as
an instrument suitable for assembling, compiling, and presenting statistics of education
both within individual countries and internationally. It is expected to facilitate international
compilation and comparison of education statistics as such, and also their use in conjunction
with manpower and other economic statistics....

ISCED should facilitate the use of education statistics in manpower planning and
encourage the use of manpower statistics in educational planning. For this purpose, the most
closely associated classification system in the manpower field is the International Standard
Classification of Occupations (ISCO), prepared by the International Labour Office.

Catherine Barrett, president of the National Education Association (NEA), gave a speech
at the 1976 NEA Annual Conference in which she made the following comments concerning
the change in the role of the teacher:

At this critical moment no one can say with certainty whether we are at the brink of
a colossal disaster or whether this is indeed mankind's shining hour. But it is certain that
dramatic changes in the way we raise our children in the year 2000 are indicated particu-
larly in terms of schooling, and that these changes will require new ways of thinking. Let
me propose three.

First, we will help all of our people understand that school is a concept and not a place.
We will not confuse "schooling" with "education." The school will be the community, the
community, the school. Students, parents, and teachers will make certain that John Dewey's
sound advice about schooling the whole child is not confused with nonsense about the
school's providing the child's whole education....

We will need to recognize that the so-called "basic skills," which currently represent
nearly the total effort in elementary schools, will be taught in one quarter of the present
school day. The remaining time will be devoted to what is truly fundamental and basic — time
for academic inquiry, time for students to develop their own interests, time for a dialogue
between students and teachers. When this happens — and it is near — the teacher can rise
to his true calling. More than a dispenser of information, the teacher will be a conveyor of
values, a philosopher. Students will learn to write love letters and lab notes. We will help
each child build his own rocket to his own moon....

Finally, if our children are to be human beings who think clearly, feel deeply, and act
wisely, we will answer definitely the question "Who should make what decisions?" Teachers
no longer will be victims of change; we will be the agents of change.

[Ed. Note: Catherine Barrett's idea of "school is a concept, not a place" is an idea whose time
may have come in the 1990s. Many educators, including Lewis Perelman (See 1995 Perelman's
book School's Out), are of the same opinion. This seems to follow on the heels of the concept
of "education as behavior change" instead of the acquisition of knowledge.]

In the September 1976 issue of Phi Delta Kappan, "America's Next Twenty-Five Years: Some
Implications for Education," Harold Shane described his version of the "new and additional
basic skills" as follows:

Certainly, cross-cultural understanding and empathy have become fundamental skills, as
have the skills of human relations and intercultural rapport... the arts of compromise and

140

reconciliation, of consensus building, and of planning for interdependence become basic. ...
As young people mature we must help them develop. . . a service ethic which is geared toward
the real world. . . the global servant concept in which we will educate our young for planetary
service and eventually for some form of world citizenship.... Implicit within the "global
servant" concept are the moral insights that will help us live with the regulated freedom we
must eventually impose upon ourselves.

[Ed. Note: The writer would like to contrast Harold Shane's comments with those of C.S. Lewis
as compiled in an article "C.S. Lewis on Liberal Arts Education" by Gregory Dunn which was
published in the newsletter On Principle from the John M. Ashbrook Center for Public Affairs
(April 1999, Vol. VII, No. 2). Excerpts from Dunn's article follow:

The first reason we study the liberal arts has to do with freedom. That freedom is an
integral part of the liberal arts is borne out of [C.S.] Lewis's observation that "liberal comes of
course from the Latin, liber, and means free." 11 Such an education makes one free, according
to Lewis, because it transforms the pupil from "an unregenerate little bundle of appetites" into
"the good man and the good citizen." 12 We act most human when we are reasonable, both
in thought and deed. Animals, on the other hand, act wholly out of appetite. When hungry,
they eat; when tired, they rest. Man is different. Rather than follow our appetites blindly we
can be deliberate about what we do and when we do it. The ability to rule ourselves frees
us from the tyranny of our appetites, and the liberal arts disciplines this self-rule. In other
words, this sort of education teaches us to be most fully human and thereby, to fulfill our
human duties, both public and private.

Lewis contrasts liberal arts education with what he calls "vocational training," the sort
that prepares one for employment. Such training, he writes, "aims at making not a good man
but a good banker, a good electrician. . . or a good surgeon." Lewis does admit the importance
of such training — for we cannot do without bankers and electricians and surgeons — but the
danger, as he sees it, is the pursuit of training at the expense of education. "If education is
beaten by training, civilization dies," he writes, for the "lesson of history" is that "civilization
is a rarity, attained with difficulty and easily lost." 13 It is the liberal arts, not vocational train-
ing, that preserves civilization by producing reasonable men and responsible citizens....

A third reason we study the liberal arts is because it is simply our nature and duty. Man
has a natural thirst for knowledge of the Good, the True, and the Beautiful, and men and
women of the past have made great sacrifices to pursue it in spite of the fact that, as Lewis
puts it, "human life has always been lived on the edge of a precipice." In his words, "they
propound mathematical theorems in beleaguered cities, conduct metaphysical arguments
in condemned cells, make jokes on scaffolds." So, finding in the soul an appetite for such
things, and knowing no appetite is made by God in vain, Lewis concludes that the pursuit
of the liberal arts is pleasing to God and is possibly, for some, a God-given vocation.... 14

. . .Truly, we ignore the liberal arts only at our peril. Without them we will find ourselves
increasingly unable to preserve a civilized society, to escape from the errors and prejudices
of our day, and to struggle in the arena of ideas to the glory of God.]

Today's Education, the journal of the National Education Association, carried an article
in the September-October 1976 edition entitled "The Seven Cardinal Principles Revisited." On
page 1 this article stated that:

In 1972, the NEA established a Bicentennial Committee charged with developing a "living
commemoration of the principles of the American Revolution. " This 200th anniversary eel-

The Serious Seventies : c. 1976

141

ebration of the Declaration of Independence was to focus on the next 100 years of education
in an interdependent global community. The initial work of the Committee culminated in
the NEA Bicentennial Idea Book. Among its ideas was that of developing a definitive volume
to "contain a reframing of the Cardinal Principles of Education and recommendations for
a global curriculum." After recognizing the importance of the original Cardinal Principles,
which were published in 1918, the Committee made the point that "today, those policy
statements about education are obsolete, education taken as a whole is not adequate to the
times and too seldom anticipates the future." A report to be issued by the NEA, proposing
cardinal premises for the twenty-first century is the direct and immediate outgrowth of the
Bicentennial Committee's belief that "educators around the world are in a unique position
to bring about a harmoniously interdependent global community based on the principles of
peace and justice...." Early in September 1975, a 19-member Preplanning Committee began
the task of recasting the seven Cardinal Principles of Education by developing 25 guidelines
for the project.

[Ed. Note: Members of the Preplanning Committee read like a "Who's Who of Leading Global-
ists." It included: former Secretary of Education T.H. Bell, "Mr. Management-by-Objectives,"
who was responsible for the grant to William Spady of the Far West Laboratory to pilot OBE
in Utah, with plans to "put OBE in all schools of the nation"; Professor Luvern Cunningham,
Ohio State University, who subsequently served as advisor to the Kentucky Department of
Education during its education restructuring in the 1990s; Willis Harman, Stanford Research
Institute; Robert Havighurst, University of Chicago; Theodore Hesburgh, University of Notre
Dame; Ralph Tyler, Center for Advanced Study in Behavioral Science; Professor Theodore
Sizer, Coalition for Essential Schools, which calls for a "less is more" curriculum and removal
of graduation standards (the Carnegie Unit); David Rockefeller; Professor Benjamin Bloom,
father of Mastery Learning (the international learning method); the late McGeorge Bundy of
the Ford Foundation; and others.]

Foundations of Lifelong Education was published by UNESCO (United Nations Educational,
Scientific, and Cultural Organization) Institute for Education (Pergamon Press: Oxford, N.Y.,
Toronto, Sydney, Paris, Frankfurt, 1976). In chapter 4, "Theoretical Foundations of Lifelong
Education: A Sociological Perspective," Henri Janne described accurately the how, what and
why of decentralization (site-based management, charter schools, choice, unelected school
councils, etc.) being sold to naive school boards and citizens as "local control":

In education a monolithic structure is completely unacceptable as it creates organizations
that, owing to their homogeneity and their ineluctable [inevitable] bureaucratic nature, are
averse to change and to individual or local adaptation....

Decentralization of the greatest possible number of decisions is indispensable in a
system founded on... education defined as "learning" rather than "teaching."

[Ed. Note: "Learning," as described and defined by the educational change agents, is the process
by which students/children are allowed to acquire the knowledge which will be "beneficial" to
them personally as they pursue the fulfillment of their particular life roles (jobs) . This process
is the opposite of the traditional role of education as "teaching" students subject matter which
can be used for diversified pursuits later in life.

In the 1977 entry dealing with UNESCO's Development of Educational Technology in

142

Central and Eastern Europe the reader will note that the socialist countries of Eastern Europe
had centralized systems of education and had not yet adapted their system to accommodate
Henri Janne's proposals for "lifelong learning. " Janne explained above how to take a central-
ized system of pedagogy and ideas and "localize" them in order to change their focus without
ever changing the centralized control. This gives an interesting perspective on the oft-seen
bumper sticker: "Think Globally — Act Locally. "]

1977

Essays in Economics: Theories, Facts, and Policies, Vol. II (Blackwell PuBLisHers: Maiden,
Massachusetts, 1977) by the late Wassily Leontief was published. An excerpt follows:

When I speak of national economic planning, the notion I have in mind is meant to encom-
pass the entire complex of political, legislative, and administrative measures aimed at an
explicit formulation and realization of a comprehensive national economic plan. Without a
cohesive, internally consistent plan there can be, in this sense, no planning. But the prepa-
ration of a script is not enough, the play has to be staged and acted out. It is incumbent on
anyone who favors introduction of national economic planning in this country — and I am
one of these — to propose a plan describing how this might be done. Several congressional
committees and at least one commission appointed by the President, not to speak of groups
outside of the government, are now engaged in this task. (p. 398)

Who's Who in America includes the following reference to Leontief: "Economist, born
Leningrad, Russia, August 5, 1906, et al." Current Biography in 1967 listed Leontief as :

The creator of the input-output system revolutionizing economic research and national
planning is the Russian-born Harvard professor Wassily W. Leontief.... Leontief has been a
teacher at Harvard since 1931, and director of the Harvard Economic Research Project on
the Structure of the American Economy since 1948.... [This project] was funded by an initial
four-year grant of $100,000 from the Rockefeller Foundation.

In a letter to American educator/researcher/writer Gene Malone dated September 9, 1993,
Leontief, professor at the Institute for Economic Analysis of New York University, stated: "The
use of the Input-Output method in educational planning was already discussed and has been
practically employed in France." OBE is similar to PPBS (Planning, Programming, Budgeting
System) and MBO (Management by Objective), both of which are based on input-output eco-
nomic systems theory.

Leontief died February 5, 1999 at the age of 93. The New York Times February 8, 1999
eulogy steered clear of any mention of Leontief's work in the promotion of Five- Year Plans,
widely associated with socialist planning. However, the Times article provided some extremely
interesting background information on Leontief:

Dr. Leontief, with the help of ever-more powerful computers, continued to improve input-
output analysis his entire life.

With advances he made in the 1950s and 1960s, that analysis became a key part of
the national accounting systems for both capitalist and communist states.... [H]e preached
a doctrine of applied economics, saying that research should result in practical advances....

The Serious Seventies : c. 1977

143

[H]e also found time to serve as president of the American Economic Society....

Partially through input-output analysis, he also became a leading authority on the
economic effects of world disarmament and increased economic controls....

He was a 1925 economics graduate of the University of Leningrad, and he was impris-
oned in that city for anti-Soviet activities. He was allowed to leave the Soviet Union and
went to Germany where he received master's and doctoral degrees from the University of
Berlin.

He served in 1929 and 1930 in Nanking, China, as an economics advisor to the Chi-
nese Ministry of Railroads. He then came to this country and joined the National Bureau of
Economic Research in New York in 1931.

In 1932, he joined Harvard as an economics instructor. He became an assistant profes-
sor in 1933, an associate professor in 1939 and a full professor in 1946. Two years later he
founded the Harvard Economic Research Project, which became a center of input-output
analysis.

During World War II, he was a consultant to the Labor Department and the Office of
Strategic Services [OSS, CIA, NTL].

He left Harvard in 1975 to join the faculty at New York University, where he was a full
professor and also served as director of its Institute for Economic Analysis from 1975-1991.
He continued to give classes at the university into his nineties.

Dr. Leontief thus taught and ran research organizations at two great universities all
the while doing all-but-revolutionary economic research that would lead to major advances
in national planning.... Dr. Leontief... championed the central role of government in plan-
ning.

"Competency-Based Education: A Bandwagon in Search of a Definition," an ARticle by
William G. Spady of the National Institute of Education, was published in the January 1977
edition of Educational Researcher. Excerpts follow:

In September, 1972, the Oregon State Board of Education passed new minimum gradu-
ation requirements for students entering ninth grade in the Fall of 1974 and new minimum
standards for local school districts focused on the new requirements in 1974. The thrust
of these new requirements and standards involved the introduction of three domains of
"survival level" competencies as minimum conditions for high school graduation by 1978:
personal development, social responsibility, and career development.... Although largely
unintended and unanticipated by those involved, the 1972 Oregon regulations provided the
first significant nudge that set in motion across the nation over the next four years a series
of actions by state level policy makers and administrators to consider, formulate and imple-
ment regulations and procedures that they now associate with the term Competency-Based
Education (CBE)....

It is likely, therefore, both that the outcome goals required for graduation in CBE
systems will eventually emerge from a tense compromise among the many constituencies
in a community regarding the necessary, the desirable, and the possible, and that C-Based
diplomas will be viewed with initial if not undying skepticism by colleges and universities....
In short, CBE programs require mechanisms that collect and use student performance data
as the basis of diagnosing weaknesses and necessary remediation not only for students but
for themselves as well....

According to information compiled by Clark and Thompson (1976), no states outside
of Oregon appear to use language consistent with a life-role conception of competency in

144

either their current or pending regulations pertaining to mandated student proficiencies.
The possible exceptions refer to the need for occupational and consumer mathematics
skills. However, within the next year New York and Pennsylvania may make more decisive
moves toward implementing approaches to schooling more fully resembling this concep-
tion of CBE. Almost all other states are concerned with capacity-based outcomes in limited
basic skill areas (e.g., Arizona, Connecticut, Florida, Georgia, Idaho, Louisiana, Maryland,
Nebraska and Tennessee), a slightly broader set of subject area proficiencies (e.g., Califor-
nia, Texas, Virginia and Washington, D.C.) or as-yet-undefined or else locally determined
options concerned with some kind of minimum proficiency requirements (e.g., Colorado,
Kansas, Michigan and New Jersey). As of October 1976, in only two cases — California and
Florida — could students leave school in less than 12 years with a diploma once they passed a
state-determined proficiency exam (the Oregon regulations allow local districts to determine
whether early graduation will be allowed)....

Aside from Oregon, five states — California, Maryland, Michigan, New York and Penn-
sylvania — deserve particular attention over the next few years as sites where current thinking
about substantial proficiencies or competency-based reforms suggest real promise. . . .

Pennsylvania in a fourth case has been exploring a concept of system reform with a
definite Competency-Based orientation. Originally called Community Learning and currently
named "Project 81," this program would be centered around facilitating student capacities
and competencies in five major areas of activity, with a stress on participation outside the
school building where appropriate. The areas include a broad range of basic skills, the world
of work and leisure, community governance and involvement, and a broad range of citizen
and personal survival skills.

"Conclave of the Change Agents" by Barbara M. Morris was published in the March 1977
issue of The National Educator. Excerpts follow from this extremely important article which
proves that the federal government has been deeply involved in the funding and implementa-
tion of moral/citizenship (values) education:

Early in June 1976, 85 top level members of the educational elite and an assortment of
influential change agents met at an invitation only conference in Philadelphia to draft recom-
mendations on how to put "Moral/Citizenship Education" (MCE) programs in every school
in the country — public, private and parochial. Conference participants included Humanist
values educators Lawrence Kohlberg and Howard Kirschenbaum and representatives of the
federal government, foundations, PTA, NEA and the National Council of Churches. The
recommendations that resulted from that conference which was sponsored by a Pennsyl-
vania organization called Research for Better Schools (RBS) [a federally funded education
laboratory in Philadelphia, Pennsylvania] have been submitted to the National Institute of
Education, with whom RBS has a contract to research, develop and disseminate moral/citi-
zenship education programs....

So shaky is the basis for MCE that much conference time was devoted to trying to
decide what to call MCE programs so as to avoid public hostility. Here are some examples
of the thinking of conference participants relating to this problem:

• '"Moral/Citizenship Education' as a title can be sold; 'Moral Education' cannot.
Avoid such red-flag slogans."

• "We spent three conference days quibbling about the term 'Moral/Citizenship Edu-

The Serious Seventies : c. 1977

145

cation.' That is a major problem." [emphasis in original]

• "The concept of self-development (which implies moral development) is more sal-
able and will engender less resistance than moral development."

• "It is important to limit the parameters of what we're engaged in, if not to change
the actual title, to avoid religious antagonisms and court action."

The School Counselor, publication of the American Personnel and Guidance Associa-
tion, published a special issue on the subject of "Death" in its May 1977 issue (Vol. 24, #5).
In this issue a remarkable admission regarding the results of sex education was made which
explains clearly the purpose of these controversial humanistic programs: to create the prob-
lems sex ed, values ed, drug ed, and death ed were supposed to solve. An excerpt from The
School Counselor follows:

Helping Students Clarify Values:...

The last goal is to help students clarify their values on social and ethical issues. An under-
lying, but seldom spoken, assumption of much of the death education movement is that
Americans handle death and dying poorly and that we ought to be doing better at it. As
in the case of many other problems, many Americans believe that education can initiate
change. Change is evident, and death education will play as important a part in changing
attitudes toward death as sex education played in changing attitudes toward sex information
and wider acceptance of various sexual practices.

[Ed. Note: In light of events in the 1990s, the question arises: What does "doing better at it"
mean? The statement "Death education will play as important a part in changing attitudes
toward death as sex education played in changing attitudes toward... wider acceptance of
various sexual practices" implies that our children benefitted from exposure to "wider accep-
tance of various sexual practices," when all one has to do is survey the moral landscape to
see the devastating effect these programs have had on our children's lives. The same applies
to death education and its effect on children's understanding of the value of life, reflected in
the increased number of murders carried out by youth.]

Joanne McAuley's National Council for Educational Excellence, a national ORganiza-
tion of concerned parents and educators, was founded in the mid-1970s and, considering the
potential it had for holding the line on innovations taking place in American education, its
early demise represented a real setback for parents, children, and teachers. Ms. McAuley's
May/June 1977 issue of her newsletter, The School Bell, is proof that the National School Boards
Association was, at one time, a strong proponent of local control, not a "sell out the locals"
organization that in the 1990s would support site- and school-based management (taxation
without representation) and charter schools. Excerpts follow:

NSBA PRESIDENT TELLS BOARDS: STAND UP TO FEDERAL MEDDLING

On March 27, George W. Smith, immediate past president of the National School Boards
Association, warned school board members attending the NSBA convention in Houston that

146

"The Congress and the federal bureaucracy could become the country's master school board
unless school board members stand up and be counted." He urged delegates to continue to
forge a strong NSBA to convince Congress that local school board members are truly rep-
resentative, most unselfish, and the best qualified persons to represent the local viewpoint
in education.

Smith said local constituencies cannot be forgotten even while the new trust is being built
with Congress. "We must not forget our own constituency," he noted. He also advised board
members to be aware of — and leery of — proposals for public involvement in public school
operations that would shift decision-making authority to "vaguely defined groups of citizens
at the school site level. " The minister from San Diego cautioned that the power to make a
decision must never be divorced from the responsibility for making that decision....

He said school boards must be strong for another reason — to counter the movements
of the courts and federal regulatory agencies into the operation of schools. "If we want
other governmental units to stop eroding our ability to provide educational governance, we
must exercise that ability more often and more effectively." Smith said, "Where we can,
we should work together with all segments of the public toward the improvement of the
schools. But," he concluded, "our responsibility is to all the people and we must view only
the 'big picture.'"

[Ed. Note: Smith's ability to foresee the implementation of site-based management, the down-
grading of the importance of elected board members, and the transfer of power to public-pri-
vate partnerships, etc., is to be lauded! While serving in the U.S. Department of Education
this writer attempted to stop federally funded programs to train local school board members
in conflict resolution and in how to implement effective school research.]

"Competency Tests Set in 26 Schools: New Curriculum Shifts Teaching Methods in Dis-
trict" was the title of an article which appeared in The Washington Post on August 1, 1977.
Excerpts follow:

"The materials will be standardized, the lessons will be standardized," Guines said.
"We're taking the play out. We're taking the guesswork out. We're putting in a precise pre-
dicted treatment that leads to a predicted response. " Guines said that the new curriculum
is based on the work in behavioral psychology of Harvard University's B.F. Skinner, who
developed teaching machines and even trained pigeons during World War II to pilot and
detonate bombs and torpedoes. The basic idea, Guines said, is to break down complicated
learning into a sequence of clear simple skills that virtually everyone can master, although
at different rates of speed. "If you can train a pigeon to fly up there and press a button and
set off a bomb," Guines remarked, "why can't you teach human beings to behave in an
effective and rational way? We know that we can modify human behavior. We're not scared
of that. This is the biggest thing that's happening in education today."...

According to Thomas B. Sticht, Associate Director for Basic Skills of the National Institute
of Education, similar techniques, called competency education or mastery teaching, are now
being used in many parts of the country. Since 1973, Sticht said, they have been adopted
by the Army and Navy for basic training and to teach entry level job skills. They have been
used successfully in college courses, he said, and also to teach mentally retarded children
who previously had been classed as "uneducable." "There has to be a well-defined series
of objectives," Sticht said, "and a step by step curriculum that gives some way [through
Mastery Tests] to know you have met the objectives."...

The Serious Seventies : c. 1977

U7

But the system also has detractors who criticize it as rigid and mechanistic. "We must
be very careful," said Lawrence G. Derthick, a former U.S. Commissioner of Education,
"about adopting any mechanical system of producing children like objects. There are so
many complicating factors in each child — emotional, psychological, the home background,
the sensitivity of teachers — there's danger in trying to turn out children like nuts and bolts
or steel pins. Human beings are more complex."...

[Ed. Note: William Spady, "father of outcome-based education," served as consultant to the
D.C. schools at this exact time, working out of the U.S. Office of Education's National Institute
of Education. His position at the time is listed in his curriculum vitae as "Senior Research
Sociologist, 1973-1978." With Spady, Thomas Sticht, associate director for basic skills at NIE,
also worked on the failed, Skinnerian D.C. school reform. In addition, the reader is urged to
refer to the August 8, 1982 Washington Post entry which paraphrases Sticht as follows: "Ending
discrimination and changing values are probably more important than reading in moving
low income families into the middle class." Of further interest, the same Thomas Sticht was
president of Applied Behavioral and Cognitive Sciences, Inc., San Diego, California, and has
served on the U.S. Labor Department Secretary's Commission on Achieving Necessary Skills
(SCANS).]

Development of Educational Technology in Central and Eastern Europe Studies: Division
of Structures, Content, Methods and Techniques of Education was published and distributed by
United Nations Educational, Scientific, and Cultural Organization (UNESCO: Paris: ED-77/WS/
133:English Edition) in November of 1977. The author is including excerpts from the "Section on
Methods, Materials and Techniques" so that the reader will see how America 2000/Goals 2000
restructuring is identical to education in the former Eastern European communist countries.
The reader must also remember that American education is under the direction of UNESCO
due to our membership in the United Nations. Excerpts follow:

The development of educational technology in the Central and Eastern European countries, as
commissioned by the UNESCO Secretariat, is summarised on the basis of the oral and written
information supplied by the countries having attended the Budapest International Seminar
on Educational Technology in 1976. The countries involved are as follows: People's Republic
of Bulgaria, Socialist Republic of Czechoslovakia, Republic of Finland, Republic of Greece,
Socialist Federal Republic of Yugoslavia, People's Republic of Poland, People's Republic of
Hungary, German Democratic Republic, Union of Soviet Socialist Republics. Data were also
supplied by the Socialist Republic of Rumania which could not participate in the Seminar.

The factors exercising a decisive influence on the present standards of the application
of educational technology and the strategies and rate of its further spread in the countries
listed above are as follows:

a. the overwhelming majority of the countries represented (8 out of 10) are socialist
states;

b. except for the Soviet Union and Finland, the nations concerned can be classified into
the category of fairly developed countries from the technological point of view.

On the basis of the above factors some of the specific characteristics of the develop-
ment of educational technology will be underlined. It follows from the essence of the social-

148

ist structure of the state in the countries concerned, except Finland and Greece, that their
educational system is centralized. This creates an extremely favourable situation for central
state measures designed to modernize education. The socialist state possesses the means
necessary for education... for the widespread use of methodology based on solid technologi-
cal foundations and of the media and means of educational technology... In a situation in
which millions of students learn and hundreds of thousands of educationalists teach, on the
basis of unified curricula, decisions involving the development of the method to be adopted
in education and of the media and aids of educational technology call for very thorough
preparatory work. . . .

The socialist countries also have a substantial advantage from the aspect of the develop-
ment of educational technology because the training and in-service training of teachers rest
on a uniform basis. In addition, curricula are uniform in the individual countries and for the
different types of schools harmony between the curricular activities and the development of
educational technology can be therefore established comparatively easily.

[Ed. Note: A flow chart on page 11 of the study includes under "Factors Influencing the Introduc-
tion of Educational Technology" all the components found in American educational restructuring
as follows: Adequate Curricula; System of Objectives; Systems of Means of Assessment; Media
System; Ensuring Appropriate Facilities (school building, hardware, media); Adequately Trained
Teachers (basic training, in-service/further training/information); Research and Development;
and International Cooperation.]

1978

Professor Benjamin Bloom, the "father" of Mastery Learning and developer of the

Taxonomy of Educational Objectives, presented a paper entitled "New Views of the Learner:
Implications for Instruction and Curriculum" at the 1978 Association for the Supervision and
Curriculum Development (ASCD) Annual Conference. The paper was published in ASCD's
Educational Leadership April 1978 issue (Vol. 35, #7). The following quote explains clearly
the reasoning behind UNESCO's requirement that member states, including the United States,
incorporate UNESCO's lifelong learning philosophy into their education policies:

Continuing Learning

Throughout the world, the instruction and curriculum in the schools is being studied
to determine its long-term contribution to continuing learning throughout life. The Edgar
Faure (UNESCO) report "Learning to Be" has had great influence on this thinking. The Faure
report (Faure, 1972) stresses the many changes taking place in all societies and the difficulties
individuals have in adjusting to rapid change in the society, in their work, and in their lives.
Since, the report continues, it is virtually impossible to anticipate and plan for the changes
that will take place, the only adaptive mechanism people have to adjust to and cope with
these changes is their ability and interest in continuing learning throughout life....

We, who are responsible for the learning of our students for a ten-to-sixteen-year period,
must extend our sights beyond the period that our students are in the schools or colleges.
Until we do this and until it becomes a part of our curriculum planning, we will neglect those
objectives of education that relate to the entire life of the individual, (pp. 574-575)

The Serious Seventies : c. 1978

149

[Ed. Note: It is important to recall Bloom's definition of education: "to change the thoughts,
actions, and feelings of students." In other words, the above recommendation very simply
calls for lifelong brainwashing.]

In the August 1978 issue of The National Educator Barbara Morris, editor of The Bar-
bara Morris Report and author of many books related to education including her most recent
book, The Great American Con Game, 15 reported on a speech given at the University of Illinois
by Mary F. Berry, assistant secretary in the U.S. Office of Education (1977), regarding Chinese
education. The following excerpts from Morris's report are too important to leave out of this
book:

Indeed, what does the U.S.A. stand to learn? Let's take a look.

Red China has eliminated testing and grades. The U.S. is rapidly going the same route.
Testing is being downgraded and scoffed at, and grades, where they do exist are just about
meaningless.

For the Red Chinese, according to Ms. Berry, truth is a relative concept. In the U.S.
schools students are taught the same thing in "values clarification." It's called situation ethics
and it means it's okay to lie or cheat or steal or kill when it suits your purpose.

In Red China, according to Ms. Berry, education must serve the masses. Ditto the U.S.
Only the semantics are different here. In the U.S. education is not designed for the benefit
of individuals, but for society "Society" or "masses" — what's the difference?

In Red China, according to Ms. Berry, education must be combined with productive
labor and starts at six years of age, with children working at least one hour a day producing
voice boxes for dolls. At the middle school level, children make auto parts as part of the
school day. We are not at this low level, but Secretary Berry frankly admits, "We will draw
on the Chinese model...." We are fast approaching the Chinese model. We have work/study
programs and the U.S. Office of Education is working on development of Lifelong Learning
programs — another Chinese import. Such programs will enable people to work and study
their entire lives for the benefit of the state.

Ms. Berry admitted U.S. Lifelong Learning programs are indeed drawn on the Chinese
experience, that such programs are expected to meet "needs for intellectual fulfillment and
social growth. It is here that the Chinese have set the pattern for the world to follow, and it
is here that American higher education may have its last, best opportunity for growth."

Secretary Berry lamented that the U.S. is only slowly moving into Lifelong Learning, but
that "The community college system with its nonconventional enrollment, is one harbinger
of change. The traditional extension program is another.... But we have to go beyond them
and bring four year institutions and secondary institutions, as well as private instructional
facilities into the Lifelong Learning movement."

Ms. Berry is not talking about the future when she recommends radical proposals for
U.S. education. A meeting of the National Council for the Social Studies, held in Cincinnati
last November, featured several presentations on Communist Chinese education as a model
for U.S. education. In one such presentation, teachers learned how the Red Chinese educa-
tional system "is related to achievement of national goals and citizenship preparation... how
cultural activities and recreational pastimes provide a vehicle for transmitting new social
values." Does this help you understand why U.S. schools usually list "worthy use of leisure"
or "citizenship education" as a goal of education?

[Ed. Note: Americans, involved in what would seem to be the worthy goal of implementing

150

character, citizenship, or civic education in the government schools or in community groups,
or in seeking "common ground" with groups who hold differing views on political, social, and
religious issues, should think more than twice before becoming involved in this dangerous
dialogue. The reason the dialogue is dangerous is evident when one studies the track record of
nations whose citizens have allowed their governments to define morality or good citizenship;
i.e., Nazi Germany, the Soviet Union and Red China, to name just a few.]

Fifth Report of the National Council on Educational Research, funded by the U.S. Office
of Education, was published in an issue spanning 1978-1979. The very clear connection drawn
between mastery learning and direct instruction, enabling one to understand that they are
essentially the same or at least fraternal twins, is the importance of the following excerpt:

The Learning Research and Development Center (LRDC) at the University of Pittsburgh has
developed instructional mastery of learning programs providing individualized instruction
in math, science, reading, and early learning skills. These have been disseminated nation-
ally through Project Follow Through [Direct Instruction/DISTAR] and by Research for Better
Schools (RBS). (pp. 28-29)

1979

"Georgia Basic Life Process Skills, ESEA, Title II, Proposed Instructional Time in School
Programs," prepared by Lucille G. Jordan, associate state superintendent for Instructional
Services of the Georgia Department of Education, was submitted to the U.S. Department of
Education for a grant in 1979. The particular curricular programs which received funding under
Title II were jointly funded by Exxon Corporation and the U.S. Department of Education. On
page 34 of Georgia's grant proposal an extraordinary curriculum graph/chart recommends the
following percentages of time be spent at and between 5, 10, 15 and 18 years of age on the
following subjects:

Basic 3 R's: 90% at 5 yrs. Declining to 40% at 10 yrs. Declining to 30% at 15 yrs.
Declining to 15% at 18 yrs.

Life Process Skills: (Critical thinking, problem solving, and decision making): 5% at
5 yrs. Increasing to 40% at 10 yrs. Increasing to 70% at 15 yrs. Increasing to 90%
at 18 yrs.

Citizenship and Humanities Studies: 30% at 5 yrs. Increasing to 40% at 10 yrs. Increas-
ing to 70% at 15 yrs. Increasing to 90% at 18 yrs.

Science and Technology: 25% at 5 yrs. Increasing to 28% at 10 yrs. Increasing to 30%
at 15 yrs. Increasing to 55% at 18 yrs.

Career Education: 20% at 5 yrs. Increasing to 22% at 10 yrs. Increasing to 30% at 15
yrs. Increasing to 55% at 18 yrs.

Health and Physical Education: 10% for ages 5 through 18 yrs.
[Ed. Note: Please note that the "Basic 3 R's" is the only curriculum area targeted for decrease

The Serious Seventies : c. 1979

151

in time spent on instruction. An official of the Georgia School Boards Association cited this
graph as being representative of Bloom's Taxonomy. Also, why would Exxon, who was in
the early 1980s one of the major corporations complaining about illiteracy and workers who
are not educated in basic academics, have funded a program guaranteed to water down basic
academics? (In a 1976 speech NEA President Catherine Barrett recommended teaching basic
skills in only one fourth of the school day.)]

The U.S. Congress fulfilled President Jimmy Carter's promise to the National Education
Association by voting for a U.S. Department of Education in 1979. Now the United States which,
heretofore, had been represented at international conferences as the unenlightened member
of the crowd (no ministerial/socialist status), could join the "big boys" of the international
community: the "big boys" being those countries who, since World War II, had been repre-
sented at these policy-planning conferences by ministers of education. Interestingly enough,
the majority of teacher members of the National Education Association were opposed to the
creation of the U.S. Department of Education.

The new Cabinet-level department allowed the former Bureau of Research under the
National Institute of Education to become the Office of Educational Research and Improve-
ment (OERI), which would be closely linked to the Paris, France-based Center for Educational
Research and Innovation (CERI), part of the United Nations' Office of Economic Cooperation
and Development (OECD) . OERI's assistant secretary would attend OECD/CERI meetings at
which he would receive his "marching orders" related to international restructuring efforts
and programs, all of which were either being implemented or would be implemented in the
future in the United States— effective school research, site-based management, school-to-work,
community education, Concerns-Based Adoption Model (CBAM), etc.

A Study of Schooling in the United States by John Goodlad, Ph.D., dean of the Graduate
School of Education, University of California, Los Angeles and associated with the Institute
for Development of Educational Activities (I.D.E.A., funded by Kettering Foundation), was
compiled in 1979 after being researched over a period of several years. Under Dr. Goodlad's
direction, trained investigators went into communities in most regions of the country. The
sample of schools studied was enormously diverse in regard to size, family income, and racial
composition of the student body. The result of the landmark report was A Place Called School:
Prospects for the Future (McGraw-Hill: New York, 1984) by Goodlad.

In A Place Called School, Goodlad proposed pushing high school graduation back to age
16 and having all students take a core curriculum until then. A new "fourth phase of educa-
tion" would combine work, study, and community service to help ease students' transition
into careers, higher education, and adult responsibilities. The following three books were
additionally commissioned to be written as a result of this project:

(1) Schooling for a Global Age, James Becker, Editor (1979), in the preface for which Dr.
Goodlad made the following statement which has contributed to the development of parent-
school partnerships:

Parents and the general public must be reached, also. Otherwise, children and youth enrolled
in globally-oriented programs may find themselves in conflict with values assumed in the
home. And then the education institution frequently comes under scrutiny and must pull

152

back.

(2) Communities and Their Schools, Don Davies, Editor (1981), in which the history of
community education at the national and international levels (China, Tanzania, etc.) was
covered and the participatory democratic operation of our schools and communities was rec-
ommended (government by unelected councils) .

(3) Arts and the Schools, Jerome J. Hausman, Editor (1980), in which the role of the arts
in schools and in society was examined and then the focus shifted to the needs of the indi-
vidual. Arts addressed curricular issues involved in designing and implementing school arts
programs and, again, actual programs are discussed and analyzed. The policy implications
of implementing the programs described in the book are then discussed along with change
strategies for moving from rhetoric to reality.

The four books were published by McGraw Hill. The study itself was funded by the National
Institute of Education, U.S. Office of Education and the following foundations: Danforth; Ford;
International Paper; The JDR 3rd Fund; Martha Holden Jennings Foundation; Charles Stewart
Mott Foundation; Needmor Fund; Pedamorphosis, Inc.; Rockefeller Foundation; and Spencer
Foundation. The Advisory Committee for A Study of Schooling included the following persons:
Ralph W. Tyler, chairman; Gregory Anrig; Stephen K. Bailey; Lawrence A. Cremin; Robert K.
Merton; and Arthur Jefferson. The study was conducted under the auspices of the Institute for
Development of Educational Activities, Inc. (IDEA) and The Laboratory in School and Com-
munity Education, Graduate School of Education, University of California, Los Angeles.

[Ed. Note: In a telephone conversation with a representative of McGraw Hill Publishers in
1982, this writer was informed that all four books were provided to the fifty state education
commissioners/superintendents. These four books provide an accurate picture of the role
played by the tax-exempt foundations and federal government in the restructuring/social
engineering of American society and schools to accommodate the perceived "needs" of the
21st century.]

Senator Jacob Javits (NY) requested that Mr Arthur Lipper's address to the World
Council on Gifted and Talented Children be printed in the Congressional Record, September 5,
1979 (pp. 11904-11905). Senator Javits said in his introduction to the text of the speech:

Mr. President, the gifted and talented children of our Nation have long been of continuing
interest to me for they represent the future leadership of the United States. Last month, in
Jerusalem, the World Council on Gifted and Talented Children held its Third Biennial Con-
ference to discuss international cooperative efforts on behalf of the gifted, and to consider
research and exchange programs to promote this most precious human resource.... At the
Jerusalem conference, Arthur Lipper, III, an investment banker. . . and great friend of the gifted
and talented... forcefully presented the idea that the development of the gifted represents
the best hope for future peace and stability in the international political realm.... I urge my
colleagues to consider carefully his remarks, and I ask that the text of Mr. Lipper's address
to the World Council on Gifted and Talented Children be printed in the Record.

The following excerpts from Lipper's speech reflect a total disregard for the gifted and
talented children as individuals who might be capable of deciding for themselves what they

The Serious Seventies : c. 1979

153

wish to do or become. It focuses instead on their "use" by the state to obtain predetermined
global goals:

Some years ago I read the following statement in a school publication:

One of America's most tragic wastes of natural resources is the loss of potential for social
contribution which is inherent in economically deprived, gifted children.

Properly identified at a sufficiently early age, through culture-free, non-verbal testing,
the very young child can be provided with the environment, economic and motivational
support necessary for full development as a positive social contributor.

Without such early identification, the socio-economic pressure imposed upon the eco-
nomically deprived child who possesses superior cognitive ability is likely to result in either
a "dropping out" or only a desire to achieve improved personal life style. The chosen or
available means of obtaining a better life style may not be socially desirable. Therefore their
truly constructive potential, from the standpoint of society [the State], may be forever lost.

These thoughts seem to me to be applicable to all societies and especially to those less
fortunate than America's. Specifically analyzed they are:

1) Identified early enough, poor but gifted children can be given medical, financial
and emotional support which probably will lead to the development of positive social atti-
tudes.

2) Not identified and assisted the kids may either not achieve their potential or may
use their talents solely for the purpose of bettering their own lives regardless of the means
employed or the effects on others.

It is interesting to note the number of proudly proclaimed programs for gifted child
identification and development which many of the Socialist and Communist countries have
as a stated and de-facto matter of public policy. It is not strange that the capitalist countries,
so quick to make use of all other "natural" resources — including the labor of their own and
other countries — have been slower to recognize and secure the benefits accruing from the
development of their own gifted children.

Perhaps the wealthy nations have not yet sensed the compelling need for broad social
progress, based upon the future contribution of the gifted, as have some of the non-capital-
ist countries.

In closing, Mr. Lipper makes some recommendations, the most alarming of which fol-
lows:

Establishment of boarding schools (publicly funded) to house those identified gifted children
whose existing home life is non-constructive in terms of their development.

[Ed. Note: Mr. Lipper, in his fervent desire to implement world socialism, seems to have forgot-
ten that individuals, regardless of race, religion, talent, or income, should not be considered
property of the State (human resources, human capital, etc.) to be molded and manipulated for
the benefit of society as a whole (the State). Also, what and whose criteria will be employed
to determine whether "home life is non-constructive"?]

"K-12 Competency-Based Education Comes to Pennsylvania" by John H. Sandberg, direc-
tor of teacher education for Carnegie-Mellon University in Pittsburgh, was published in the
October 1979 issue of Phi Delta Kappan. Excerpts from the article follow:

154

It is too late to stop Project '81, which will run its course and probably will soon be
forgotten, but one may hope that other states will think hard before embarking on similar
projects.... While it is possible that I misunderstood the meaning or intent of this "major goal"
["gain the skills and knowledge they will need as adults"], it strikes me as being unattainable
on its face.... I would argue that we cannot "see that students acquire the competencies they
need to be successful in the adult world" because we don't know what they are now much
less what they will be ten years from now. . . . Exchanging courses, credits, and Carnegie Units
for "newly defined competencies" will not eliminate this fundamental problem....

Finally, in the case of students who are known to be college bound and are locked into
a curriculum that is dictated primarily by college requirements (not life-role expectancies) ,
what is going to give? Will physics give way to lawn mower repair? Chemistry to cooking?
Trigonometry to tile setting? Will it really make any difference for these students what the
state board requires for graduation as long as Harvard wants math through calculus and two
years of a foreign language?... I would be happy to settle for a short list of competencies if
I thought we could handle them: Teach children how to read, to write, to do arithmetic, to
draw, make music, and to get along with each other.

We are not doing these few things for enough kids now, so perhaps this is what we
should be working on instead of making new lists of things we won't know how to do.... I
applaud the emphasis that Project '81 gives to making better use of educational resources
in the community. But as a Blueprint for structuring public education and for measuring
its products, the competency-based approach embodied in Project '81 strikes me as totally
ridiculous. A true skeptic might argue that Project '81 may be safely ignored on the ground
that the Pennsylvania Department of Education is incompetent to chew, much less swallow,
what it has attempted to bite off. Like other grandiose efforts to reform the schools, the
project may generate some wind and heat and several billion pieces of paper and then go
away, leaving all but the 12 pilot school districts untouched.

Nevertheless, the Pennsylvania Department of Education has already demonstrated,
with competency-based teacher education, its competence to effect change— or at least the
illusion of change — on a large scale. Project '81 is a much more extensive undertaking whose
potential for mischief is incalculably greater. The mischief can occur if Pennsylvanians do
not take a long, hard look at where Project '81 is taking them.

Information regarding the preliminary planning for school-based clinics was revealed in
the October 22, 1979 issue of Nation's Schools Report which, under the section "Schools Can
Offer Health Services," stated the following:

Schools with concentrations of Medicaid-eligible students can qualify for federal money
if they set up screening and referral programs. A joint effort by the Office of Education and
the Health Care Financing Administration could make available to schools some of the $46
million that will probably be spent on screening Medicaid children.

Historically, schools have been excluded from such payments, said Robert Heneson-
Walling, in the office of deputy commissioner of the Bureau of Education of the Handicapped.
But regulations proposed jointly by the two agencies and published in the Federal Register
October 4 would allow schools to do the screening and even provide treatment and get paid
for it.

"It's never been clear that schools might take this initiative," he told Nation's Schools
Report. To help interested school officials get started, the two departments will publish a
manual in November which will cover rules-of-thumb for officials to decide whether to

The Serious Seventies : c. 1979

155

undertake the screening, how to do it, and how to get help from state and local agencies.

"It's not an either/or situation for the school district," said Heneson- Walling. There are
seven or eight degrees of involvement a school might undertake. Some schools are already
involved in extensive health screening services, because of requirements of the Education
for All Handicapped Children Act, so it would be a natural step for them to become primary
health delivery centers, (p. 6)

[Ed. Note: The United States model was given wide publicity at the United Nations/UNICEF-
sponsored International Year of the Child Conference. The U.S. Department of Health, Education
and Welfare served as co-sponsor of the International Year of the Child's program in the United
States. For a glimpse into the future role of the schools in providing health care services turn
to the 1999 entry for the "Little Red Riding Hood" version of the government/private sector
initiatives outlined in the U.S. Department of Education/U.S. Department of Health and Human
Services publication Together We Can. The 1999 Congressional proposal to completely fund
the Individuals with Disabilities in Education Act would go a long way toward universalizing
these activities. Increased school violence in the late 1990s is also leading to increases in the
number of school psychologists who can be used for "early screening. "]

"Big School Changes Proposed" was printed in the Bangor (ME) Daily News on November
30, 1979. The article covered what could easily be described as futuristic plans for Vermont
public education. It stated in part:

Montpelier, VT — A blue ribbon commission has recommended a radical restructuring of
education in Vermont with year-round, ungraded schools and a policy of allowing some
students to drop out at age 13. In addition, the commission suggested creation of a 4,000-
student, residential school for students ages 4 through 19. The state-run school would be a
center for educational research and teacher training.... The commission recommends students
should be permitted to drop out of formal schooling at age 13, as long as they get a job or
enroll in an alternative training program.

[Ed. Note: This extraordinary plan for radical restructuring seemed beyond the pale in 1979.
However, it doesn't seem so out of reach in 1999 when most of its recommendations are being
introduced nationwide. Year-round school has been proposed in many locales, being adopted
in some in 1999. Boarding schools have been openly proposed by former Speaker of the House
Newt Gingrich, but have not been widely embraced. However, the concept of allowing students
to drop out at age 13 has its parallel in school-to-work efforts which force students to select
a career emphasis by the end of eighth grade.]

In the November 1979 issue of Educational Leadership, monthly publication of the Asso-
ciation for Supervision and Curriculum Development, "Mastery Learning: The Current State
of the Craft" by James Block was published. Excerpts follow:

Indeed, with the help of dedicated practitioners and administrators, innovative teacher train-
ing institutions, progressive national and international educational organizations (ASCD,
NEA, NASA, UNESCO, IEA), leading educational publishers (McGraw-Hill, SRA, Westing-
house Learning Corp., Random House), and powerful news media [The New York Times,
CBS), Mastery Learning has helped reshape the face of contemporary educational practice,

156

research, and theory.... Entire school districts throughout North America (Chicago, Denver,
D.C., New Orleans, Vancouver) are actively testing the value of Mastery Learning for their
particular educational situation.

[Ed. Note: The above quote by James Block calls to mind the 1921 entry in this book which
chronicles the establishment of the Council on Foreign Relations. In that entry a quotation
from Propaganda by Edward Bernays, Sigmund Freuds's nephew, also remarks on the power
of opinion to move an agenda forward:

It remains a fact in almost every act of our daily lives, whether in the sphere of politics or
business, in our social conduct or our ethical thinking, we are dominated by. . . small number
of persons... and technical means have been invented and developed by which opinion may
be regimented.]

Super-Learning by Sheila Ostrander and Lynn Schroeder, with Nancy Ostrander, (Dell
Publishing Co., Inc.: New York, 1979) was published. Beneath the title on the cover is an
explanation of Super-Learning as "New stress-free, fast learning methods you can use to
develop supermemory and improve business and sports performance." In reality this "learning
technique" is an updated version of ancient practices drawn from many religions and a grab-
bag of philosophies, most presented to the chosen rhythms of certain music. The following
are excerpts from the book:

Georgi Lozanov (Lo-san-ov), a Bulgarian doctor and psychiatrist, who didn't set out
to be an educator. . . did set out, following the old adage, to study the nature of man, of the
human being in all its potential. Like just about everybody else, he concluded that we're only
using a fraction of our capabilities. Lozanov devised ways to open the reserves of the mind
and, as a doctor, put them to work to improve the body, to heal mental and physical disease.
But in investigating what the whole human being can do, he couldn't help being drawn into
creative and intuitive areas. Then still investigating, almost by necessity, he became one of
the leading parapsychologists in the communist world. At the same time, Lozanov realized
that with his new techniques, the average person could develop supermemory, could learn
factual information with unheard-of-ease. (p. 9)

...Among others, we were going to talk to a Bulgarian scientist, Dr. Georgi Lozanov,
who had investigated a number of people with extraordinary mental abilities like Keuni's.
Lozanov had come to claim that supermemory was a natural human ability. Not only can
anyone develop it, he said, but one can do it with ease. To prove his point there were sup-
posedly thousands of people in Bulgaria and the Soviet Union who were well on their way
to acquiring supermemory of their own. (p. 14)

...Dr. Lozanov greeted us in his office. Like the brilliant flowers in the garden outside,
the room was awash with bright, vivid colors. As we'd already discovered at the conference
in Moscow, Lozanov had a "holistic" sense of humor and a "cosmic" laugh like the Maha-
rishi of TM fame. A lithe, compact man with warm brown eyes and a great cloud of curly,
graying hair, he could be as kinetic as a handball one minute and deeply serene the next.
"Suggestology can revolutionize teaching," he asserted. "Once people get over preconceived
ideas about limitations, they can be much more. No longer is a person limited by believing
that learning is unpleasant; that what he learns today he will forget tomorrow; that learning
deteriorates with age. ". . .

The Serious Seventies : c. 1979

157

He grew philosophical, "Education is the most important thing in the world. The whole
of life is learning — not only in school. I believe that developing this high motivation — which
comes through the technique — can be of the greatest importance to humanity. ". . .

"What exactly is the technique of suggestology?" we asked. To create this new "ology,"
Lozanov and his co-workers had drawn from an almost dizzying array of specialties: mental
yoga, music, sleep-learning, physiology, hypnosis, autogenics, parapsychology, drama, to
name some. Suggestology's deepest roots lay in the system of Raja Yoga. "There is really noth-
ing new about suggestology," Lozanov explained. "The application is the new thing."...

Lozanov's suggestology is basically "applied" altered states of consciousness for learn-
ing, healing, and intuitive development, (p. 17)

[Ed. Note: Lozanov's methodology has been implemented in school systems across the coun-
try — including Henry M. Levin's Accelerated Schools Project participants — and promoted as
being physically healthful and psychically helpful. Its roots, as pointed out in the quotes above,
are in techniques associated with religion and mind control. In the appendix to Super-Learn-
ing a "Recap" is written, part of which this writer wishes to leave with the reader so that
its connection to what is being presented to teachers and parents in 1999 under the guise of
"research-based" theory and practice can be more readily understood:

How does it work? A very specific kind of music has a psychophysicial effect and cre-
ates a relaxed, meditative state in the body. Physiological research showed this particular
music slows body rhythms to more efficient levels. This music-induced relaxation brings
health benefits. It overcomes fatigue and enhances physical and emotional well-being. It's
a bit like mantra meditation for it is a mind/body link that helps open up inner awareness.
Physiological research also shows this calmed state of the body facilitates mental functioning
and learning. The body uses less energy, so there's more for the mind, [emphasis in original]
This particular music induces alert relaxation — alert mind, relaxed body.

How can you, at will, retrieve what you perceive? The answer is rhythm. The connection
is made through synchronizing rhythms. Data to be learned is chanted with intonations in
rhythm in time to the music. The person learning breathes along rhythmically in a relaxed
state. So data, intonations, music, breathing, and body rhythms are all synchronized to a
specific rhythmic cycle. The rhythm, intonations, music, and breathing make links with the
conscious mind. Harmonized rhythms strengthen the information signal. Conscious aware-
ness of unconscious perceptions is opened up through this link so you become aware of
what's in your memory bank.

Finally, superlearning is about learning to learn. There is a snowballing effect once
you begin to use the techniques. How do you go about doing superlearning on your own?
The process is very simple. In advance, get the music, organize your material and tape it,
reading it aloud at slow-paced intervals over the specified music.

Then, just relax and listen to your material as you breathe along to the music.

The roots of the above "learning" process grow deep in the mire of the ancient practices
that have come to be called "New Age." The reader is urged to remember the rhythmic chants
and sing-song recitations being offered as direct instruction "learning." Again, some of the
therapeutic benefits from music and what is called "music therapy" are most often observed
among the mentally ill and, for a lack of another designation, the learning disabled. The same
areas from which most of the "research-based" data — often called "scientific" — draw their
reported "success."]

158

Steps to Better Writing: A Systematic Approach to Expository Writing by Gene Stanford
(Holt, Rinehart and Winston, Inc.: New York, 1979) was published. An exercise from this book
is an example of the humanistic influence exerted in a writing textbook format:

EXERCISE C. In each of the introductory paragraphs below, underline the thesis sentence.
Then indicate in the blank which construction (funnel or contrast) was used. Finally, number
the factors in the preview of main supporting points....

[Sample paragraph] 2. Too often parents think the way to rear a child is to give him guidance
in the proper way to think and act. This "guidance" too often becomes an actual molding
of his personality to suit the parent, as is seen in parental lectures beginning with the old
cliches, "If I were you I would..." or "When I was your age I...." These parents, while they
may have the good of the child at heart, are nevertheless making a grave mistake by trying
to compel him to act or think in certain ways. What the teen needs instead is a type of love
which gives him the freedom and confidence to develop his own opinions in matters such
as religion, morality, and choice of friends, (p. 87)

[Ed. Note: The 1991 article entitled "Seniors' Church Attendance" from Education Week (June
12, 1991) shows how successful this type of "academic" curriculum has been in changing our
children's values.]

Endnotes:

1 T.I.L.L., 67 East Shore Road, Huntington, N.Y. 11743

2 See 1998 entry concerning Newt Gingrich's statements about the future of textbooks. Also, see 1974 entry for A Performance
Accountability System for School Administrators by T.H. Bell.

3 This quote is taken from Danielson's 67-page booklet, Practitioner's Implementation Handbook [Series]: The Outcome-Based
Curriculum, 2nd Ed., by Charlotte Danielson (Outcome Associates, Princeton, NJ, 1992). Charlotte Danielson is presently
employed by the Educational Testing Service, Princeton, New Jersey.

4 The Maine Facilitator Center was funded by the U.S. Department of Education and its primary role was to disseminate feder-
ally funded National Diffusion Network programs. Since 1994 the NDN has been defunded and its functions have been taken
over by the U.S. Department of Education's regional laboratories.

5 Excerpt taken from The Leipzig Connection mentioned and referenced earlier in this book.

6 Another View of Philosophy and Culture: Back to Freedom and Dignity by Francis Schaeffer (Crossway Books: Wheaton, 111.,
1989).

7 This particular "who shall survive" activity is still in use in 1990s NDN programs.

8 Child Abuse in the Classroom may be purchased for $10.00 by sending a check to: Eagle Forum, Pere Marquette Press, PO
Box 495, Alton, IL 62002

9 The National Diffusion Network catalog, Programs that Work, may be purchased for $16.95 by calling Sopris West at 1-303-
615-2829.

10 Audiocassette of Lessinger's speech (#612-20129) can be ordered from: ASCD, 1703 North Beauregard St., Alexandria, VA
22311-1714.

11 Sayer, George. Jack: A Life ofC.S. Lewis (Crossway Books: Wheaton, 1994).

12 Lewis, C.S. "Our English Syllabus" in Rehabilitations and Other Essays (Oxford University Press: London, 1939).

13 Ibid.

14 Hooper, Walter, Ed. "Learning in War-Time," in The Weight of Glory and Other Addresses (Macmillan Publishing Co., New
York, 1980).

15 See Resources page for ordering information for Barbara Morris's The Great American Con Game.

7

THE "EFFECTIVE" EIGHTIES

L reducing a definite or desired result [emphasis added]," the first definition for the
word "effective" found in Webster's Dictionary, is the appropriate definition for the word "effective" as
it is used in the title Effective School Research (ESR) or Effective Schools (ES) — which will characterize
much of "The Effective Eighties." This is particularly true as it relates to the Skinnerian "method,"
often referred to as "What Works" education, more commonly known as outcome/performance/results-
based education and mastery learning/direct instruction. The evidence which links OBE to ESR is
irrefutable: "Outcome-Based Education incorporates the findings of the Effective Schools Research,
linking them together into a comprehensive and powerful model," stated Charlotte Danielson, M.A.
in her Practitioner's Implementation Handbook [Series]: The Outcome-Based Curriculum. 1

Whether Effective Schools Research applied to education has been truly "effective" lies in the eye of
the beholder and in the beholder's definition of the purpose of education. 2 Disturbing reports continue
to surface regarding steep declines in academic test scores in schools which have restructured using the
various components of Effective Schools Research. These scores are from schools which, while using
ESR, have not yet shifted from norm-referenced (competitive) tests — which compare students' results
amongst their peers and which use "A-B-C-D-F" grading — to performance-based (non-competitive)
teach-to-the-test assessments. Examples are the "open book test" and "authentic assessment" — which
have the students competing against no one but themselves, giving them as much time as necessary
to "master" the competencies.

Once the non-competitive, performance-based assessments are in place, the scores will naturally
go up, thus allowing the social change agents to breathe a sigh of relief. The "low test score cat" will
have been shoved back into his bag and the media will shout from the rooftops how well our chil-

159

160

dren are doing on the new performance-based assessments! As usual, everyone will go back to sleep
believing all is well — if they were ever awake to the problem in the first place.

The pre-non-competitive, performance-based academic test score decline should come as no
surprise to the change agents in charge of "effective" schools. The "father" of the Effective Schools
Research method, or Skinnerian mastery learning, the late Prof. Benjamin Bloom, said in his 1981
book All Our Children Learning: "The purpose of education and the schools is to change the thoughts,
feelings and actions of students." An even more astonishing statement was made in The Effective School
Report by one of the leading change agents, Thomas A. Kelly, Ph.D.: "The brain should be used for
processing, not storage." With this educational emphasis, academic test scores could have done noth-
ing but decline. If there is anyone reading this book who questions the validity of this writer's claim
that America has been "deliberately dumbed down," I urge them to keep these quotes in mind.

Let me pose the following question: How could the writer of this book have written this book
had her brain not been used for storage? Could the answer to that question be the reason why the
social change agents do not want the brain to be used for storage?

The educationists understand full well what they are doing, since the use of Skinnerian/Pav-
lovian operant conditioning (mastery learning/direct instruction) does not allow for the transfer of
information. All they need is a brain which knows how to immediately process predetermined bits
and pieces of information — often nothing more than symbols, simple words or paragraphs, the knowl-
edge of which can be easily measured — as those pieces of information relate to workforce training or
a menial job; i.e., pushing a button like a pigeon in Skinner's experiments was trained to push the
lever to get its kernel of corn.

That is not learning; that is training to the point of automaticity, brought about by the above-
mentioned animal training. Neither is this training the same as rote learning or memorization. Rote
learning or memorization requires storage of information in a brain which has used some reflective
thinking to devise a method to recall it. Reflective thinking is essential for learning, allowing the brain
to spend time examining the essence of the material with which it is presented.

If Bloom's and Kelly's quotes define what those in charge of educational restructuring are look-
ing for in terms of "results," those same educationists should not be at all surprised or concerned
about low test scores. All they have to do is wait for the new performance-based assessments to be
put into place nationwide; after which the public — some of whom have been vociferously opposed to
outcome-based education — will get off their backs.

Activities related to education in "The Effective Eighties" were not geared to improving the ac-
ademic standing of our children. Quite the contrary; every single major government- or foundation-
funded activity had as its goal implementation of a global workforce training agenda.

In 1984 Secretary T.H. Bell approved a grant in the amount of $152,530 to the Far West Labo-
ratory for Educational Research and Development (now known as Ed West) at which William Spady
was the director. This grant was to carry out a project entitled "Excellence in Instructional Delivery
Systems." The cover letter from the Utah superintendent of schools to Secretary T.H. Bell to which

The "Effective" Eighties 161

the application for grant funding was attached said, "This [the research as a result of the grant] will
make it possible to put Outcome-Based Education in place, not only in Utah, but in all schools of the
nation." The final report (evaluation) to the U.S. Department of Education regarding the results of
this project stated:

The four models of instructional organization outlined in this casebook are difficult programs
to implement. The practices of the ten schools described in the case studies are indeed
commendable. Yet we do not offer these ten case studies as "exemplary schools" deserving
emulation. 3

So, what did the change agents do? They put OBE "into every school in the nation."

Such misuse of taxpayer dollars is waste, fraud, and abuse which cries out for a Congressional
investigation. Obviously, the intentions of those involved in this grant had nothing to do with the
purpose of the project spelled out in the grant applicaton: "To make available to America's educators
practical information about what really works well, why it works well, and how it can be made to work
well in their local sites." (pp. 6-7) The real purpose of this project was to propose a radical redesign
of the nation's education system from one based on inputs to one based on outputs; from one oriented
toward the learning of academic content to one based on performance of selected skills, necessary for
the implementation of school-to-work, a redesign thoroughly discussed in this book.

Dr. Brian Rowan, a sociologist who served as co-principal investigator with the above Robert
Burns on this most fraudulent of federal grants — Utah's "Excellence in Instructional Delivery Systems
Project" — explained clearly how deceptive are the claims of those who promote OBE and effective
school research in a paper entitled "Shamanistic Rituals in Effective Schools." (See Appendix XXVI.) In
presenting his paper before the American Educational Research Association prior to his participation
in the Utah grant evaluation, Rowan knew full well the project misrepresented itself even before he
participated. But, to give credit where credit is due, Rowan at least put in writing the truth about OBE
and Effective Schools Research; a truth, which, unfortunately, was made available to only a very small
segment of the educational establishment and has remained hidden from the public.

"The Effective Eighties" saw President Ronald Reagan, who had accused the Soviet Union of
being an "Evil Empire," signing education agreements with the Soviet Union — agreements which are
still in effect — and setting up a Task Force on Private Sector Initiatives in the White House which,
in effect, started the ball rolling for public-private partnerships (corporate fascism) which are at the
heart of the Carnegie Corporation/Marc Tucker/New American School Development Corporation's
school-to-work agenda. It is ironic that the U.S. Department of Education, under the stewardship of
a Republican administration, effectively transformed the essential character of the nation's public
schools from "teaching" — the most traditional and conservative role of schools — to "workforce train-
ing" — perceived as liberal and "progressive."

Secretary T.H. Bell fired Edward Curran, a traditional educator who headed up the National
Institute of Education and who recommended to President Reagan that NIE — the heart of the "rot" in

162

education — be abolished. Abolishing NIE required only that Secretary Bell give his approval, while
abolishing the Department of Education — an election promise President Reagan had made which was
incorporated into the Republican Party Platform — required the difficult to obtain approval of Congress.
Once Ed Curran was gone, there was no further resistance to the plans of those members of the ad-
ministration and their corporate cronies (school-business partnerships) who wished to transform the
nation's schools from academics to the polytech education being implemented today.

As a conservative Republican, it has not been easy to come to the above conclusion regarding the
role of the Republican Party in the "deliberate dumbing down" of America. At the same time, I must
add that it is very likely the Democratic Party would have been even more steadfast in implementing
the same agenda, had it been in a position to do so. This march to destruction seems to join all forces
under its banner.

1980

Schooling for a Global Age edited by James Becker (McGraw Hill: New York, 1980) was
published. The preface by Professor John Goodlad is excerpted here:

Parents and the general public must be reached also [taught a global perspective] . Otherwise,
children and youth enrolled in globally-oriented programs may find themselves in conflict
with values assumed in the home. And then the educational institution frequently comes
under scrutiny and must pull back.

Educational Goals: Studies and Surveys in Comparative Education was prepared for

the International Bureau of Education, United Nations Educational, Scientific, and Cultural
Organization (UNESCO: Courvoisier S.A.: La Chaux-de-Fonds, Switzerland, 1980). Charles
Fitouri wrote the following introduction to this document which clearly reflects the influence
of UNESCO on education:

The crisis of education, about which so much has been written since the early 1960s, may
be seen as the source of the need for change and innovation which has been felt and ex-
pressed since the early seventies. But what kind of innovation? And for what purpose? For
what blueprint of society and to train what kind of man? This book on educational goals is
based on such questions as these.

The following excerpts from Educational Goals identify the roots of American education re-
structuring:

The International Bureau of Education's interest in the problem of educational goals and
theories does not arise from pure philosophical speculation or a simple academic exercise. It
has been aroused, and even imposed, by a confrontation with certain realities which sprang
up in this area when, in the early 1970's, the International Bureau of Education (IBE) set out
to examine the process of educational innovation in order to attempt to analyse it and, so

The "Effective" Eighties : c. 1980

163

to speak, expose its inner mechanism. It was thus that the first studies undertaken made it
possible to establish with a great degree of certainty that any innovation in education implies
an orientation in the field of values and, by virtue of this fact, involves the basic problem
of educational goals....

...All the pedagogical movements of the twentieth century which preach equality of
educational opportunity, after having proclaimed it to be a right for everyone, are more or
less founded on the various socialist schools of thought which began to emerge at the end
of the eighteenth century and have since marked the course of the nineteenth century and
a good part of the twentieth....

This interest led to the report of the International Commission on the Development
of Education, entitled Learning to Be, commonly referred to as the "Faure Report." In his
statement introducing this report, the president of the commission was anxious to point out
that the latter had based its deliberative efforts on the following four principles:

The existence of an international community which... is reflected in common aspirations,
problems and trends, and in its movement towards one and the same destiny; "belief in
democracy"; "the complete fulfillment of man" as the aim of development; and finally,
the need for "over- all, life-long education."

In so doing, the International Commission on the Development of Education was
in danger of succumbing to the illusion — generous though it may be — of the existence of
universal and universally accepted goals. Indeed, although the four principles were unable
to win unanimous support from the international community, one of them, at least, did
not raise opposition of any sort, even if it happens to be the one which is most commonly
violated in practice. Referred to here is the belief in democracy.... The report places special
emphasis on this, stating that:

Strong support must be given to democracy, as the only way for man to avoid becoming
enslaved to machines, and the only condition compatible with the dignity which the intel-
lectual achievements of the human race require; the concept of democracy itself must be
developed, for it can no longer be limited to a minimum of judicial guarantees protecting
citizens from the arbitrary exercise of power in a subsistence society. Furthermore, and in
conjunction with this, more support must also be given to educational requirements, for
there cannot — or will not — be a democratic and egalitarian relationship between classes
divided by excessive inequality in education; and the aim and content of education must
be re-created, to allow both for the new features of society and the new features of de-
mocracy.

. . .This world solidarity has its prerequisites and conditions which have been described
by UNESCO in the following terms:

[T]here must first of all be agreement on a system of values and a willingness to embark
on a joint examination of their implications: values of justice, equality, freedom and fel-
lowship. These will be based on a new awareness in two respects, namely: recognition of
the unity of mankind, with all its diverse peoples, races and cultures, and the assertion
of a desire to live together, actually experienced not simply as a necessity for survival or
coexistence but as the deliberate choice of fashioning a common destiny together, with
joint responsibility for the future of the human race.

In such circumstances, the consciousness of the world's solidarity, which is so much
needed, can only be the fruit of an active and continuous process of education, which must
be put in hand without delay and to which UNESCO must make its full contribution.

...The participants, having agreed to develop and stimulate reflection on educational

164

goals, considered that:

1. UNESCO should give particular attention to the developments at regional and in-
ternational levels, of comparative studies on educational goals, from the point of
view both of their influence on the development of educational theories (historical
dimension) and of their impact on educational realities (sociological dimension);

2. multidisciplinary teams, comprising philosophers, historians, teachers, sociologists,
economists, psychologists, planners, etc., should be involved in this work of re-
flection and research;

3. the themes listed below should be regarded as priority themes:

3.1 Determination of the goals underlying education for international understanding
and peace.

3.2 UNESCO's contribution to the formulation and development of an international
dimension of education based on a certain conception of modern man.

3.3 Implicit goals and explicit goals of education.

3.4 Role of goals in the emergence of a new type of relationship between school
and society.

3.5 Formal education and non- formal education as they relate to the explicit goals
and implicit goals of education.

3.6 Elucidation of a dialectic of educational goals and cultural and educational policy:
philosophy of education and ideology.

3.7 Ways of determining educational goals in certain contexts where there is a clash
between tradition and innovation.

3.8 Elucidation of educational goals on the basis of the child's real needs taking
account of the economic, social and cultural environment.

"Policy about Policy: Some Thoughts and Projections" by Luvern L. Cunningham was

published in the November 1980 issue of The Executive Review (Institute for School Execu-
tives: The University of Iowa, Vol. 1., No. 2). A footnote on page 1 stated, "The paper was the
Walter D. Cocking Lecture presented at the 34th Annual National Convention of Professors
of Educational Administration in August, 1980, at Old Dominion University." Some excerpts
from Cunningham's "Policy about Policy" follow:

Local school officials and their constituencies will be facing several critical policy matters
in this decade (some new, some enduring) . These issues will test severely the structures and
processes of policy making within local districts.... Local and state authorities will soon have
to develop fresh policies in regard to: the first four years of life; life-long learning; secondary
education; equity; classroom control and discipline; global education; languages; human
resource development; incentives; testing; and resource acquisition and allocation. I would
hope, therefore, that a good many boards would develop policy about policy...

The object of my concern is the improvement of practice within the local units of gov-
ernment (local school districts) where educational policy is developed....

The structure and processes of local district governance and management have changed
little over the past century. In many places they appear to be creaking and groaning at the
seams and at least warrant inspection if not reform....

Additional steps must be taken to permit better integration of experts into policymak-
ing.... The new professions of civil strategist and systems analyst demonstrate rather well
what I have in mind on a broader scale.

The several proposals for changing the governance and management of local school

The "Effective" Eighties : c. 1980

165

districts which follow are intended to achieve practical objectives.

(1) Pursue policy development processes which are open to, indeed, require the partici-
pation of citizens and professionals.

(2) Extend and intensify the citizen role in education policy development and policy
making.

[Ed. Note: The writer has selected the two proposals above in order to emphasize Dr. Cun-
ningham's influence on the dilution and diminution of the role of elected school board mem-
bers. This is the philosophy which Dr. Cunningham took into Kentucky when he served as a
consultant during that state's education reform.

Implementation of the above two policies has been responsible for a subtle, gradual, and
unhealthy trend towards the council form of government found in undemocratic, socialist
countries. Before we know it, if Americans do not vociferously object to this gradual erosion
of the elective process, their towns and cities will be run by unelected citizens who are ac-
countable to absolutely no one, since unelected people cannot be removed from (voted out
of) office. This writer has always wondered: If members of our communities want so much to
serve the community, why don't they run for office? Why do we see so many people signing
up to be members of unelected task forces and councils? Is it because they don't want to run
the risk of not winning, or is it that an appointed position is one which requires little or no
accountability and they won't have to answer for their mistakes?]

Cunningham continues:

Periodically, in the history of American education leaders have suggested that boards
of education have become anachronisms, have fulfilled their mission, should be reformed,
or quietly fade away. There was a period at the turn of the century when the notion of abol-
ishing school boards attracted support from the then-emerging professions of educational
administration joined by elites from the business and higher education communities. The
theme was revised and revitalized in the late 1920's, principally by Charles Judd, then chair-
man of the Department of Education at the University of Chicago....

These proposed changes are based essentially on the recognition that the complexity of
today's public institutions is such that they are often not governable or manageable within
present approaches to their governance and management and are likely to be less so in the
future. . . . My proposals therefore retain the principles of local control and policy determination
by citizens but change the conditions under which policy is determined and administration
is performed.... It is expected that the present pattern of school board behavior and ideol-
ogy be altered in favor of practices which will allow sounder, more rationally determined
school district policy.

The following proposals are amongst those included under "Synopsis of the Policy about
Policy Proposals":

(1) That local boards of education develop discrete and definitive policy about policy,
some of which are implied by the subsequent proposals for change in the governance
and management of local school districts.

(2) That educational policy become the primary and continuing policy focus of local
school officials as distinct from personnel, business, and physical facilities....

(4) That policy making agenda be prepared two to three years in advance to frame the
work of the board, administrative staff, professional organization leaders, student

166

leaders, and citizen groups....

(7) That employee salary and wage determination prerogative now retained by boards
of education of local school districts be moved to the state level.

(8) That representatives of professional groups (teachers and administrators organiz-
ations) for local school districts become members of the local boards of education
and assume policy and accountability responsibilities equivalent to that office....

(11) That one or more states pass special legislation allowing school districts to suspend
(for a period of time) current statutes, rules and regulations for their governance
and management; and

(12) That processes of policy development and their enunciation as well as the processes
of management be designed to include genuine, sustained student, parent, citizen,
and professional educator involvement.

Yehezkel Dror suggests that for purposes of current policy making, the following ele-
ments should be standard features of a preferable policy-making method:

(1) There should be some clarification of values, objectives, and criteria for decision
making....

(2) Explicit techniques, such as simulation and the Delphi method, should be used
as far as they are appropriate, and knowledge from various disciplines should be
brought to bear on the issues involved....

The weight of proposal one is not to locate ways to reduce the interference or meddling
on the part of school board members in the everyday administration of the school system. The
everyday meddling (or involvement if you prefer) of school board members in administrative
matters that occurs across the country is understandable. In fact, board members believe
deeply that they are serving their constituents when they interfere and meddle. Administrators
often have little understanding of or patience for this sense of responsiveness that board
members possess. As a consequence considerable institutional energy goes into disputes over
the boundaries of board member and superintendent authority and responsibility.

Thus proposal one is based on the premise that both policy and administrative activity
can be more efficient and effective if there is a substantial alteration in the ground rules for
those activities....

There are constitutional, statutory, and other legal problems associated with the pro-
posals. If taken seriously they may lead to rather general re-examination of the constitutional
and statutory provisions for the governance and management of local districts. For example,
many current school board responsibilities may need to be managed in other ways. Deter-
mining salaries and wages of school personnel, constructing (even naming) school buildings,
authorizing the issuance of bonds, setting school tax elections or referenda of other sorts,
the approval of federal applications for funding, and other such decisions may be designated
as responsibilities of other governments.

The removal of the collective bargaining function from local districts and placing it at
the state level would clear out underbrush and permit boards of education and top school
officials to focus more directly upon pedagogical and learning policy.

The work of Dr. Cunningham seems to have laid the groundwork for school site-based
management which has reduced the role of elected school board members to rubber stampers of
decisions made primarily by school personnel and carefully selected politically correct members
of the community. Dr. Cunningham served as a consultant to the State of Kentucky's Educa-
tion Reform Commission in 1989. The following quotes are taken from a memorandum dated
November 2, 1989 from Luvern L. Cunningham and Lila N. Carol of Leadership Development

The "Effective" Eighties : c. 1980

167

Associates regarding Preliminary Models of Governance for Kentucky. The recommendations
should come as no surprise to those who have read the above excerpts from Cunningham's
1980 paper.

Each governance model is designed to facilitate the achievement of equal educational op-
portunity for every learner enrolled in the public schools of the State of Kentucky.

Model One, "Total Educational Governance System for Lifetime Learning, Structural
Features and Highlights" —

Policymaking responsibility for a total educational system including higher education
is concentrated in a single Board of Regents. A Chancellor would be selected as the adminis-
trative head of a newly integrated system encompassing provisions for lifetime learning. Local
school districts would be dissolved and site-based control and management instituted.

This model is a complete system of governance for a state system of education.... It is
comprehensive and all inclusive, allowing for a thorough approach to accountability.

The governance structure is designed to meet each individual's lifetime public learning
needs beginning with the early years of life through the retirement period. Persons would
be expected to continue a lifetime of learning consistent with the requirements of the 21st
century, as portrayed so clearly in business and industry sponsored studies as well as those
produced through citizens groups and public sponsorship. Lifetime educational counseling
and lifetime curriculum development would be challenging new responsibilities of the inte-
grated system.

This bureau is the central administrative center for lifetime learning. Lifetime learning
is a much larger expectation for each citizen than we have acknowledged through policy in
the past. Compulsory education statutes usually bracketed the ages of five through sixteen as
our expectation for free public schooling in the United States. Lifetime learning on the other
hand suggests a reconsideration of the compulsory education requirements pushing taxpayer
responsibility both downward and upward through the age ranges. Obviously lifetime learning
has tremendous implications for educational finance moving away from traditional concepts
of funding toward new ideas such as individual entitlements to be expended throughout the
lifetime. Each citizen would have a lifetime learning account to draw on as needed.

[Ed. Note: For a broad view of what this last paragraph could imply, please see "When Is As-
sessment Really Assessment?" in Appendix XI. Many of Luvern Cunningham's proposals were
incorporated into Georgia's application to the New American School Development Corporation
entitled "The Next Generation School Project." In the 1999 entry dealing with a letter to the
editor in Athens, Georgia, some of the details of Georgia's application— which later became a
design which was offered by the Georgia 2000 Partnership for school system status leading to
grant receiving and education/business partnering under Goals 2000— are stated. The reader
should compare that letter's contents to Cunningham's proposals.]

Course Goals Collection was completed in 1980-81 by the U.S. Department of Education's
Northwest Regional Educational Laboratory in Portland, Oregon, having been initiated in 1971
as the Tri-County Course Goal Project. According to the price list for the collection, 70,000 cop-
ies were in use throughout the United States in 1981. Descriptors within the Collection state:
"The collection consists of fourteen volumes with 15,000 goals covering every major subject
taught in the public schools from K-12."

Course Goals Collection, based on "the theoretical work of Bloom, Tyler, Gagne, Piaget,
Krathwohl, Walbesser, Mager, and others," blatantly recommends the use of Mastery Learning

168

when it states: "The K-12 Goals Collection provides a resource for developing diagnostic-pre-
scriptive Mastery Learning approaches, both programmed and teacher managed."

This collection also advocates the use of Management by Objectives and Planning, Pro-
gramming and Budgeting Systems when it asserts:

Perhaps the greatest need addressed by the project is for a sound basis for accountability
in education... assistance such as Planning, Program, Budget and Management systems or
even general concepts such as Management by Objectives.

The use of values clarification and behavior modification is also encouraged when the Goals
Collection points out that:

Value goals of two types are included: those related to processes of values clarification;
secondly, those representing values, choices that might be fostered in the context of the
discipline.

Goals states under "Content" that there is to be none because

[Established facts change, causing many fact-bound curricula to become obsolete during
the approximately five-year lag between their inception and their widespread dissemination,
and social mobility and cultural pluralism make it increasingly difficult to identify the im-
portant facts.

The Course Goals Collection is evidence of illegal federal involvement in curriculum devel-
opment. The extent of its use nationwide in 1981 is obvious since 70,000 copies were distributed
and there were only approximately 16,000 school districts in the nation. Is it any wonder all
states now have the same goals?

Charlotte Danielson, M.A., in the appendix to her Practitioners Implementation Hand-
book [series]: The Outcome-Based Curriculum, 2ndEd. (Outcomes Associates; Princeton, N.J.,
1992) entitled, "Classification System for the School Curriculum" acknowledged her use of the
Course Goals Collection developed by the Tri-County Development Project. In the "Introduction
to Outcome-Based Education" to Danielson's Handbook she inextricably connects Outcome-
Based Education to Effective Schools Research when she says:

Outcome-Based Education is a system for the organization and delivery of the instructional
program in elementary and secondary schools which assures success for every student
[emphasis in original]. It incorporates the findings of the Effective Schools Research, link-
ing them together into a comprehensive and powerful model. Educators in outcome-based
schools know that if they organize their schools properly, and offer high-quality instruction,
all students will succeed with no change in standards, (p. 1)

[Ed. Note: Probably the most important quote involving the above Goals Project— at least as
it relates to the definition of scientific, research-based instruction — is one found in Indiana
Senator Joan Gubbins's excellent report entitled "Goals and Objectives: Towards a National
Curriculum?" prepared for the National Council on Educational Research, September 26, 1986
as part of an investigation of the NWREL Goals Project. On page 16 of her report is the fol-
lowing statement:

I believe the personal valuing goals (included in the Goals Project) would be more properly

The "Effective" Eighties : c. 1981 169

classified as behavior modification procedures. Therefore, the Project's definition of behavior
modification is illuminating:

[Procedures used in programs of behavior modification or behavioral management
are based on principles derived from scientific research (e.g., stimulus-response-rein-
forcement) .

Americans supporting the use of mastery learning, outcome-based education, and direct
instruction to teach reading, take heed! When advised that such instruction is "scientific,
research-based," remember the above U.S. Department of Education definition!]

1981

"A Broad-Gauged Research/Reform Plan for Secondary Education — in the iRADition of

the Eight- Year Study," proposed by The Project on Alternatives in Education (PAE) in 1981, was
submitted for consideration and received funding from the U.S. Department of Education and
the National Education Association. The project was conducted by leading American change
agents, including Mario D. Fantini, John Goodlad, Ralph Tyler, Ronald S. Brandt, Herbert J.
Walberg and Mary Ann Raywid. Explanatory cover sheet of the grant proposal was submitted
on "The John Dewey Society" letterhead. PAE called for publicly funded choice schools using
"effective school [outcome-based education] research" and principles of the Eight-Year Study.
These called for "inculcation of social attitudes, development of effective methods of think-
ing, social sensitivity, better personal-social adjustment, acquisition of important information,
consistent philosophy of life," etc.

In 1981 Office of Educational Research and Improvement: An Overview was PREpared by
staff members of the U.S. Department of Education for Assistant Secretary Donald Senese's
use at Congressional budget hearings. Excerpts from the paper follow:

Federal funds account for approximately 10 percent of national expenditures on education.
The Federal share of educational research and related activities, however, is 90 percent of
the total national investment.

The Committee on Coordinating Educational Information and Research (CCEIR), Council
of Chief State School Officers (CCSSO), in its 1980 Mission Statement denned "research" as:

For purposes of brevity, the term "educational information and research" will be used to
include basic and applied research, development, improvement, evaluation, policy study,
information systems development, data reporting and analysis, and the dissemination of
knowledge and information gained from such inquiry.

[Ed. Note: In other words, just about everything that goes on in the classrooms of American
public schools, with the exception of salaries, school buildings, buses and the purchase of
equipment, is either a direct or indirect result of funding by the U.S. Department of Edu-
cation — as research!

Congress has recognized the federal government's supposed limited authority in edu-
cation. In 1970 ESEA: General Education Provisions Act was amended to include a "Prohibition

170

against Federal Control of Education." This section prohibits the federal government from
exercising any "direction, supervision, or control over the curriculum, program of instruction,
administration or personnel of any education institution, school, or school system, or over
the selection of library resources, textbooks, or other printed or published instructional ma-
terials by any educational institution or school system." The Education Amendments of 1976
extended this provision to all programs in the Education Division of the U.S. Department of
Health, Education and Welfare.

Although such a prohibition sounds like a restriction against federal control, in effect
it leaves out more than it includes; the most important component of federal control being
"research" and "development." Who cares whether the federal government is not allowed to
extend its long arm down into the choice of curriculum or the selection of resources? The point
is that the federal government itself was involved in the development of that curriculum or
those resources, teacher training, test development, etc., at one of its research labs or centers,
or paid to have it developed by school systems across the nation.]

Association for Educational Computing and Technology (AECT — a spin-off of the National
Education Association) received an $855,282 federal contract for "Project BEST" (Better Edu-
cation Skills through Technology) in 1981. An explanatory brochure states:

WHAT IS PROJECT BEST? Project BEST is a cooperative effort involving both the federal,
state, and local government and the private sector in the planning and use of modern infor-
mation technologies to improve the effectiveness of basic skills, teaching and learning.

On a sheet circulated within the U.S. Department of Education as an internal document
entitled "Project BEST Dissemination Design Considerations," there appeared the following
information:

PROJECT DESIGN FEATURES

What We Can Control or Manipulate? = State participation/selection process

Role of advisors
Content of program
Training of state leaders
Resource people utilized
Basic skills content areas emphasized
Perception of need to use technology

BEST'S promotional flyer blatantly discussed how the project would serve not just in
education, but for other program areas as well, to implement the national/international man-
agement system (MBO, PPBS, TQM):

In addition, the State Team approach and the communications network with profes-
sional associations and other groups established by the project will serve as a model for the
states in implementing similar efforts in other areas of education, or in such program areas
as health, human services, housing, transportation, etc.

William Spady, at that time serving as executive director of the Association of School Ad-

The "Effective" Eighties : c. 1981

171

ministrators, and Dr. Shirley McCune, serving as head of the State Services Division, Denver,
Colorado, were listed as members of the advisory board for Project BEST.

[Ed. Note: Project BEST was used as a vehicle to assist in "State Capacity Building"— a process
to better enable school oficials, administrators, legislators and others to provide supportive
documentation and "research" for school reform efforts. State Capacity Building grants have
been funded by the U.S. Department of Education and are usually matched with state budget
funding.]

All Our Children Learning by Professor Benjamin Bloom (McGraw Hill PimisHing Co.:
New York, N.Y., 1981) was published. Excerpts follow:

In an attempt to maximize curriculum effectiveness... curriculum centers throughout the
world have begun to incorporate learning-for-mastery instructional strategies into the redesign
of curriculum, (p. 123)

According to Bloom:

[T]he International Association for the Evaluation of Educational Achievement (IAEEA) is an
organization of 22 national research centers which are engaged in the study of education....
This group has been concerned with the use of international tests, questionnaires, and other
methods to relate student achievement and attitudes to instruction, social and economic fac-
tors in each nation. The evaluation instruments also represent an international consensus
on the knowledge and objectives most worth learning, (pp. 33-35)

Another extremely important statement by Bloom in All Our Children Learning is found
on page 180: "The purpose of education and the schools is to change the thoughts, feelings
and actions of students."

Human Intelligence International Newsletter in its March/April 1981 issue REported
that critical thinking skills research was taking place within the United Nations Educational,
Scientific and Cultural Organization (UNESCO), the Office of Economic Cooperation and Devel-
opment (OECD), and the World Bank which planned on "increasing the bank's international
education and training budget to about $900 million a year." 4 The newsletter related that the
U.S. Department of Education's National Institute of Education "has awarded a three-year
contract totaling approximately $780,000 to Bolt, Beranek and Newman, Inc., of Cambridge,
Massachusetts to analyze current programs of instruction on cognitive skills. " The July/August
issue of the newsletter contained the following:

The search for new referential systems and new values modifying existing beliefs should be
based on modern microbiology. A scientific approach should be free from doctrinal bias, and
its findings applicable to all man-kind. Ideological confrontations between East and West,
Marxism and Liberalism, Arabs and Jews do have economic, historical, and political bases,
but no biological basis. These antagonisms have been created by the human brain and could
be solved by the wiser brains of future man.

172

[Ed. Note: It should be noted that Marilyn Jager Adams — deeply involved in "scientific, re-
search-based phonics instruction" through her service on the Committee on the Prevention of
Reading Difficulties in Young Children for the Commission on Behavioral and Social Sciences
and Education of the National Research Council — has been a long time associate with the
above-mentioned Bolt, Beranek and Newman.]

The April/May 1981 issue of Today's Education, the National Education Association's
monthly journal, carried an article entitled "Effective Schools: What the Research Says" by
Michael Cohen, senior associate and team leader of the Research on Instruction Team of the
National Institute of Education, U.S. Department of Education. Some excerpts from the article
follow:

According to Ronald Edmonds of the Harvard University Graduate School of Education,
these [effective school] studies suggest that differences in effectiveness among schools can
be accounted for by the following five factors:

• Strong administrative leadership by the school principal, especially in regard to
instructional matters.

• School climate conducive to learning [i.e., positive, or "psychologically facilitative,"
school climate, ed.]; that is, a safe and orderly school relatively free of discipline
and vandalism problems.

• Schoolwide emphasis on basic skills instruction (which entails acceptance among
the professional staff that instruction in the basic skills is the primary goal of the
school) .

• Teacher expectations that all students, regardless of family background, can reach
appropriate levels of achievement.

• A system for monitoring and assessing pupil performance which is tied to instruc-
tional objectives....

...[T]he five factors identified as contributing to school effectiveness suggest the clas-
sical model of a bureaucratic organization: a goal-oriented organization with a hierarchical
authority structure and a central manager who monitors behavior and deliberately adjusts
organizational performance on the basis of clear and agreed-upon goals and of feedback
regarding goal attainment....

The principal must be willing to clearly set the direction for the school and to hold the
staff accountable for following that direction. The staff, in turn, must be willing to view the
principal's direction even if it involves giving up some claims to their own autonomy

[Ed. Note: The reader should keep in mind that Effective School Research has been used over
the past twenty years in inner city schools and schools located in the South; that its track
record, if judged by academic test scores, leaves much to be desired. In fact, Washington,
D.C. and Secretary Riley's home state of South Carolina — both of which have used Effective
School Research — had the lowest academic test scores in the nation, to be followed by many
inner city schools, especially those in the southern part of the nation. In this regard, the reader
should re-read the 1913 entry containing quotes from Frederick T. Gates, director of charity
for the Rockefeller Foundation.]

The "Effective" Eighties : c. 1981

173

In a 1981 Alaska Governor's Task Force Report on Effective Schooling to The Honorable
Jay S. Hammond the following statements were made in regard to mastery learning and direct
instruction (highly structured learning activities) :

It has been determined that in the learning of specific skills and factual data that it is possible
to enhance achievement by using the approach of mastery learning, wherein instructional
objectives are clearly defined — and instructional activities are tied directly to objectives. It has
been demonstrated that direct instruction — highly structured learning activity — is effective
with certain groups of students. These approaches will assist students with low achievement
to move closer to the current mean or average. Yet, a highly structured system of instruc-
tion applied to everyone may in fact impede the progress of those students achieving at a
level above the current mean or average. The result is that, while variance (or the spread
of scores from the mean) is reduced, there is a reduction in both directions. Low achievers
may move closer to the mean, but high achievers may well do likewise. The examples pre-
sented above regarding achievement may well apply to the operation of schools. If effective
schooling practices are too narrow and a rigid system results, variance among districts will
be reduced, but the limiting of creativity and the limiting of schools in their ability to adapt
to local circumstances will cause reduction in variance from both above and below the mean
or average, (pp. 38-39)

[Ed. Note: The introduction to this report which stated: "As part of the Task Force effort several
studies were conducted by Northwest Regional Educational Laboratory under contract with the
(Alaska) Department of Education," should explain to the reader that the U.S. Department of
Education has funded — and continues to fund — mastery learning and direct instruction pro-
grams even in the face of evaluative evidence that strongly suggests that average and above
average students do not benefit from such educational approaches.]

TWO IMPORTANT CONFERENCES FOR "SCHOOL IMPROVEMENT" WERE SPONSORED BY THE NORTHweSt

Regional Educational Laboratory (U.S. Department of Education) in 1981. They are described
below:

MEETING THE FUTURE: Improving Secondary Schools with Goal-Based Approaches to
Instruction. Marriott Hotel, Portland, Oregon. Major addresses: "Alternative Futures for Our
Society and Implications for Education" by Dr. Harold Pluimer, Futurist and Educational
Consultant, Minneapolis, Minnesota and "School Effectiveness and Implications for Sec-
ondary School Improvement" by Dr. Alan Cohen, Professor of Education, University of San
Francisco.

Sessions on Innovative Practices: "Improving Goals, Objectives and Competencies; Making
the Community a Resource for Learning" ; "Learning through Mastery Techniques; Organizing
for Continuous Progress"; "Involving Teachers as Advisors to Students"; "Individualizing
Programs for All Students"; "Managing Instruction with Computers"; "Developing Options
for Student Assessment"; "Improving Record Keeping and Reporting Procedures"; "Increasing
Staff Motivation through Group Planning and Decision-Making"; "Techniques for Managing
School Improvement"; "Concerns-Based Adoption Model"; "Force Field Analysis"; "Cur-
riculum Alignment Processes"; "Staff Development Models," and "Wisconsin R&D Center
Model for School Improvement."

174

MICROCOMPUTERS IN TODAY'S SCHOOLS: A Conference for Educational Leaders. Benson
Hotel and NWREL Headquarters, Portland, Oregon. Major addresses: "Why We Went for
Micros and What Our Community Had to Say about It" by Dr. Billy Reagan, Superintendent,
Houston, Texas Public Schools; "Tomorrow's Technology in Today's Schools" by Dr. Dexter
Fletcher, World Institute for Computer-Assisted Teaching, and others.

The National Education Association published NEA Special Committee on iNSTRUctional
Technology Report which was presented to their 60th Representative Assembly, held July 4-7,
1981. An excerpt from the report related to the problems of programmed learning (computer-
assisted instruction) follows:

In its coming involvement with a technology of instruction, the profession will be faced
again with the challenge of leadership — by example and by effective communication — the
challenge of convincing the public that education is much more than treating students like
so many Pavlovian dogs, to be conditioned and programmed into docile acceptance of a
do-it-yourself blueprint of the Good Life.

The problems associated with technology, in its final analysis, are problems of freedom
and control. Whose freedom? Whose control? As a result of its study, the committee urges
the Association to view the problems and promises of instructional technology not as a
single issue but rather as a broad continuum of issues affecting all aspects of education and
teaching — from purposes to products, from political pragmatism to professional practice.
Most problems produced by technology have to do with the human use of human beings.
In his book, The Illusion of Technique: A Search for Meaning in a Technological Civilization
(Doubleday: New York, 1978), William Barrette observes that —

Human creativity exceeds the mechanisms it invents, and is required even for their intel-
ligent direction.... If we try to flee from our human condition into the computer we only
meet ourselves there.

"Families and Schools: A System of Mutual Support," a speech delivered in 1981 by

Secretary of Education T.H. Bell before a Freeman Institute audience in Utah, included Bell's
recommendation that schools should use Professor Lawrence Kohlberg's "Ethical Issues in
Decision Making" to teach values. (A synopsis of Kohlberg's Stages of Moral Development is
contained in a 1975 entry on the topic.)

In 1981 Maine's State Capacity Building Grant from the National Institute of Education
(NIE), U.S. Department of Education, was examined and verbatim notes taken by this writer
from the file at NIE. The same Capacity Building Grants were made to all fifty state depart-
ments of education. The writer has selected this important grant as an example of federal
control of local education through federal funding. The following verbatim notes will help
the reader understand the farce of local control and why the U.S. Department of Education
must be abolished.

This particular grant was of extreme interest to the writer due to her involvement in the
late seventies — along with Bettina Dobbs, the president of Guardians of Education for Maine

The "Effective" Eighties : c. 1981

175

(GEM)— in a statewide, grassroots effort to stop the very controversial State Health Educa-
tion Program (SHEP) funded in part by the Kellogg Foundation. Believe it or not, as a word of
encouragement, GEM was instrumental in stopping this education program in many school
districts (a good example of David and Goliath in the twentieth century) . Evidently, the above-
referenced NIE grant was used to further the implementation of this and other health education
programs. Other states would use these grants for whatever programs they perceived to be
of importance to them at that time. State budget requests for matching funds would be listed
simply as "State Capacity Building."

NIE Grant G-80-0025 was in the amount of $98,000 per year for four years. Maine's
share towards total federal funding was to be $118,025 out of the four-year total of $392,000.
Excerpts from the grant request follow:

These systems will emphasize staff development as primary vehicle for promoting utilization
of state and national information resources for purpose of school improvement....

Brief description of Project: This project is attempting to develop a means by which Maine
educators can easily acquire and use information for problem solving and school improve-
ment....

OBJECTIVES:

1 . Develop computerized information resource base which includes national, state and
local resources.

2. Develop an information service that provides easy access to the information resource
base.

3. Refinement of computer program and initiation of revision of data collection forms
(upon recommendation of a Technical Assistance Team from the National Institute
of Education) .

4. Develop a system for coordinating, disseminating, and distributing school improve-
ment efforts with the state education agency. . . .

1/30/80... D wanted to know about a technical assistance team at NIE that works with

projected content of private data banks.... Believe B heads such a team and could help

her with her file building activities....

DEVELOPMENT OF MAINE DATA BASE:

Administration, coordination and facilitation of Development of a Statewide School Practice/
Improvement System.... A meeting was held with the Systems Analyst of the State Education
Agency to explore private file development options available through the state government
computer.... Model for staff development.... Training of State Health Education Program
(SHEP) staff in completing and editing data collection forms.... SHEP will receive printouts
for all health education resources entered into Maine Resource Bank.

Early in 1981 the President's Task Force on Private Sector Initiatives was iNstalled at
734 Jackson Place, N.W., Washington, D.C. Membership listed on The White House letterhead
read like a "Who's Who" of individuals in government agencies, universities, tax-exempt foun-
dations, non-governmental organizations, business, media, labor unions, and religion. The
names of some individuals on the task force follow: William Aramony, president, United Way;

176

William J. Baroody, Jr., president, American Enterprise Institute; Helen G. Boosalis, mayor,
City of Lincoln, Nebraska; Terence Cardinal Cooke, archbishop of New York; Governor Pierre S.
Dupont, Delaware; Senator David Durenberger; Luis A. Ferre, former governor of Puerto Rico;
John Gardner, chairman, Independent Sector; Edward Hill, pastor, Mt. Zion Baptist Church;
Michael S. Joyce, executive director, John M. Olin Foundation; Edward H. Kiernan, president,
International Association of Police; Arthur Levitt, Jr., chairman, American Stock Exchange;
Richard W. Lyman, president, Rockefeller Foundation; Elder Thomas S. Monson, The Mormon
Church; William C. Norris, chairman and CEO, Control Data Corporation; George Romney,
chairman, National Center for Citizen Involvement; C. William Verity, Jr., chairman, Armco
Steel, Inc.; Jeri J. Winger, first vice president, General Federation of Women's Clubs; Thomas
H. Wyman, president, CBS, Inc.; and William S. White, president, C.S. Mott Foundation. 5

This totally new and un-American concept of partnerships between public and private
sector has been readily accepted by our elected officials who ignore its roots in socialism
and its implications for the discontinuation of our representative form of government and
accountability to the taxpayers. Under the "partnership" process, determining responsibility
when something goes wrong is like pinning jello to the wall.

Such a change in government, if presented in clear language to citizens at the polls, would
be rejected. However, when implemented gradually, using the Marxist-Hegelian Dialectic,
citizens don't even notice what is happening. The shift is away from elected representatives.
In time, after voters have become even more disenchanted with the candidates and election
results, fewer and fewer citizens will vote. At that point a highly-respected member of the public
will enter the picture to propose a solution to the problem: some sort of compromise toward
parliamentary form of government found in socialist democracies which will be acceptable to
Americans unfamiliar with the protections guaranteed by the U.S. Constitution.

One says to oneself, confidently, "This will never happen." Look around you. What do
you see? Site-based management in your local schools, transferring decision-making, tradi-
tionally exercised by elected school boards, to politically correct appointees and the creation
of unelected task forces at all government levels; proposals to "separate school and state"
which make no mention of governmental and social structure consequences — efforts to have
government money (taxes) pay for services delivered by private religious or homeschools, etc.,
with no public representation. There can be no accountability to the taxpayers under a system
so alien to the United States' form of representative government.

How clean, neat and tidy. Wholesale destruction of an entire, wonderful system of gov-
ernment without firing a shot.

As a U.S. Department of Education liaison with The White House during the early days of
this initiative this writer inquired of one of President Reagan's political appointees whether this
initiative, was not corporate fascism; a politically incorrect question that resulted in someone
else replacing me as Liaison with The White House.

A VERY IMPORTANT NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) REPORT, in gal-
ley stage, entitled Measuring the Quality of Education: Conclusions and Summary, was pro-
vided to this writer in 1981, shedding light not only on the responsibility of major tax-exempt
foundations in the development of a national curriculum, but also on the role of the federal
government in setting standards/goals for American education. Excerpts follow from (1) a
cover letter signed by Willard Wirtz, former secretary of labor, and Archie Lapointe, executive

The "Effective" Eighties : c. 1981

177

director of the NAEP, and (2) the report itself:

(1)

In a different sense, this report is designed to meet the responsibilities imposed at least im-
plicitly by the three foundations which initiated and have supported the project; the Carnegie
Corporation, the Ford Foundation, and the Spencer Foundation have become critical and
constructive forces in American education.

(2)

Conclusions... Instead of determining "what is being taught" and basing the objectives on
this present practice, the controlling question is "what ought to be taught."... It is specifically
recommended that caution be exercised against putting the Assessment results in a form that
could be misconstrued as constituting national — or "federal" — standards....

Summary. . . The report reflects most significantly the carefully considered conclusions of the
Council of Seven which was established at the beginning of the project. Selected primarily
for their recognized responsibility and good sense, they also reflect a variety of experiences
and institutional interests: Gregory Anrig, then Massachusetts Commissioner of Education
and now President of the Educational Testing Service; Stephen K. Bailey, who is the Francis
Keppel Professor of Educational Policy and Administration of Harvard Graduate School of
Education; Charles Bowen, Director of Plans and Program Administration for University
Relations of the IBM Corporation; Clare Burstall, Deputy Director of the National Founda-
tion for Educational Research in England and Wales; Elton Jolly, Executive Director for Op-
portunities Industrialization Centers; Lauren Resnick, Co-Director of the Learning Research
and Development Center of the University of Pittsburgh; and Dorothy Shields, Director of
Education for the AFL-CIO....

...It was the Council's suggestion and eventually its decision to shape the entire report
in terms of the Assessment's potential role in developing higher and more effective educa-
tional standards. Where we had been timid about this the Council moved boldly. They were
right....

...Measuring student achievement is an entirely different business from measuring
other aspects of the national condition.... They get to their answers without having to make
value judgments. Not so of the measurers of "educational achievement." The key term isn't
defined except as they develop its meaning. The rest of this is that once that definition is
worked out, the measuring process depends at critical points on what are in significant part
value judgments. Whether an educational standard is "better" or "higher" depends on how
it consists with ultimate educational purposes...

...Those in charge of the Assessment are in a position to guide their policies entirely
by a determination of whatever "quality" means. They face no competition and are sub-
ject to no political pressures. Innovation and experimentation are part of the Assessment's
authentic tradition. It can provide not only competence but conscience and courage in the
implementation of the new national purpose to improve educational standards.

...A statement in the NAEP DESIGN AND DEVELOPMENT DOCUMENT covering the
1979-1980 Reading/Literature Assessment is succinctly descriptive:

The first step in any assessment cycle is objectives development. The objectives identify the
important knowledge, skills, and attitudes within an assessment area which are generally
being taught or should be taught in schools. These objectives then become the framework
for developing assessment exercises which measure the objectives.

Although there is little public awareness of these steps in the process of setting educational

178

standards, they affect that process vitally and give any standard its determinative char-
acter. . . .

...This new emphasis will mean that teaching will be increasingly oriented toward
these objectives, which is good or bad depending on their quality. If these standards are to
determine accountability, it is critical that their measurement reflect ultimate educational
purposes rather than what might be dangerous expediencies.... The 1979-1980 Reading/
Literature Assessment, reported this year, appears to reflect a critical change in NAEP em-
phasis. It embodies elements of objectives-setting that are essential to a quality concept of
educational standards....

...Two phrases in the design and development passage quoted above are critical. Ob-
jectives are to "identify the important knowledge, skills and attitudes." This is to include
those "which are generally being taught or should be taught in the schools." The emphasis
is added, but is consistent with the original context. This statement contrasts with the 1970
NAEP description of the objectives set for the first Reading assessment. These were described
as involving no "distinctly 'new' objectives," but as "restatements and summarizations of
objectives which (have) appeared over the last quarter century."...

...The 1969-1970 Citizenship Assessment included a group task exercise designed to
determine, by observing students' group interaction, their ability to "apply democratic pro-
cedures on a practical level."... This capacity for innovation and experimentation has been
lost, largely as a consequence of budgetary constraints.

Service Facility... In 1977-78, when the Texas legislature was considering the enactment
of a minimum competency testing program, the Texas Education Agency made extensive
use of NAEP materials in conducting a statewide survey (Texas Assessment Project — TAP)
of student achievement in Reading, Writing, Mathematics, and Citizenship. The sampling
plan was patterned after the National Assessment. Both the Writing and the Citizenship as-
sessments were based largely on items and exercises selected by a Texas Education Agency
staff panel from among those provided by NAEP offices. After the Texas assessment had
been completed, extensive comparisons were made between the Texas results and available
NAEP data, and reported to the legislative committee for consideration in connection with
the adoption of the "Texas Assessment of Basic Skills." The circumstances under which the
legislation was adopted preclude any clear identification of the effect of the comparisons.
There is more evidence of substantial influence of the TAP initiative on the FRAMEWORK
FOR THE SOCIAL STUDIES and LANGUAGE ARTS FRAMEWORK which have been developed
and on the STATE BOARD GOALS which have been set for 1983.

Larger potential for National Assessment usefulness is suggested by the ten years or
so of cooperation between NAEP offices and the Connecticut State Board of Education, in
connection with the administration of the Connecticut Assessment of Educational Progress
(CAEP). A 1980 State Board report notes that "The CAEP program is modeled after the
National Assessment of Educational Progress (NAEP) in its basic goals, design and imple-
mentation." This is clearly reflected in the pattern of the twelve Connecticut assessments
in seven subjects also covered by NAEP surveys. The CAEP sampling design is like NAEP's,
except that students are assessed at grade rather than age levels. Goals and objectives used
for the Connecticut assessments parallel clearly the objectives and subobjectives identified
for the National Assessment. Many CAEP items are NAEP items; this was true of all items
in the 1979-1980 Connecticut Science Assessment....

...Comparable uses of National Assessment materials have been made in a number of
other states. A recent NAEP staff summary lists twelve States as having closely replicated
the National Assessment model, and twelve others as having drawn on NAEP offices for
technical and consultative advice. There is clear confirmation in this record of not only a
substantial service potential, but also of a significant prospect for integrating state and na-

The "Effective" Eighties : c. 1981
tionwide assessment programs.

179

[Ed. Note: As one reads the excerpts in part two of this report, it is important to bear in mind
the denials of complicity emanating from the U.S. Department of Education and the respective
state departments of education when confronted with charges that the state assessments use
test items from the NAEP Test Item Bank. The resistance to such use results from the public's
traditional aversion to national tests and national curriculum — with which all of the above
entities have denied involvement. Clearly, denial is in vain in light of the evidence contained
in this document.]

The National Center for Citizen Involvement issued a report entitled The Americclti
Volunteer, 1981: Statistics on Volunteers. One revealing statement from the report follows:

Volunteer Population: 92 million, 44% of whom work alone in an informal, un-
structured environment on projects of their own choice; the rest of whom work
in structured activities.

[Ed. Note: Obviously, the major effort related to volunteerism was — and is — to convince the
44% who are, in effect, "doing their own thing," to join in the government-private sector
"Points of Light" volunteerism partnership initiated by then-President George Bush, as well as
President Bill Clinton's AmeriCorps. That way they will work only on politically correct and
government-approved projects.]

Malcolm Davis, the director of the Office of Libraries and Learning TECHNOLogy, Office
of Educational Research and Improvement at the U.S. Department of Education, in response
to this writer's comment in 1981 that computer courseware could allow children to learn at
home, responded, "In essence, in the future all education will take place in the home, but the
school buildings will be used for socialization purposes." This quote is not exact; however, it
represents this writer's recollection of it sixteen years later. I was so stunned by his comment
that I recall it often when looking at the issue of "choice" and especially that of homeschool-
ing.

This comment was echoed by Alvin Toffler, George Gilder and Lewis Perelman during
a Progress and Freedom Foundation conference in Atlanta, Georgia in August of 1995. This
conference preceded and dealt with issues molding the "Contract with America" which Newt
Gingrich put forth for Republican candidates to adopt as their platforms in 1996. Lewis Perel-
man's book, School's Out (Avon Books: New York, 1992), deals with this very concept and
Perelman attended the conference as an expositor of "conservative" positions on education
for Progress and Freedom Foundation.

[Ed. Note: A 1992 proposal to the New American Schools Development Corporation (NASDC)
from The Center for the New West of Denver, Colorado included a plan from its New West
Learning Center Design Team which provided a clear picture of the community of the future.
"Home School Families" would be linked to "Public Schools, Communities, Private Schools,
Businesses, Alternative Schools, and Higher Education" with the New West Learning Center
serving as the "hub" of the wheel, or community. While this proposal was not selected as

180

a recipient of NASDC funding, and, fortunately, has not been funded by any government
entity — YET — its description of changes in local governance and relationships of community
elements met the criteria established by NASDC. (See Appendix XI and XII.)]

1982

Profiles in Excellence: 1982-1983: Secondary School Recognition Program: A Resource
Guide (Office of Educational Research and Improvement of the U.S. Department of Education:
Washington, D.C., 1982) listed the Kennebunk, Maine High School as one which schools across
the nation might wish to emulate. The Guide stated:

The major goal of the school's curriculum is to individualize the learning process for the
student. The district is in the process of developing a data bank for students and a testing
program for determining expectancy instructional levels for each student. Once this is in place,
staff will develop an Individual Education Plan (IEP) for each student to meet individual
needs. The major difficulty the school is encountering in implementing this new process is
the secondary staff who are trained as subject matter teachers. Teachers need to be retrained
to focus on individual needs rather than on content areas.

"From Schooling to Learning: Rethinking Preschool through University EDUCAtion" by
Don Glines was published in the January 1982 issue of the National Association of Secondary
School Principals' Bulletin. 6 The following are excerpts:

The implications of these global concerns for schools, educators, and education, are mon-
umental if the views of most future writers are correct. Early recognition of this came in
the 1974 book, Learning for Tomorrow: The Role of the Future in Education by Alvin Toffler
(Random House: New York, 1974), and The Third Wave (William Morrow: New York, 1981)
[by the same author] .

One passage states: "American education is obsolete; it produces people to fit into a
reasonably well-functioning industrial society and we no longer have one. The basic as-
sumption driving American education, one both deceptive and dangerous, is that the future
will be like the present. Schools are preparing people for a society that no longer exists. As
society shifts away from the industrial model, schools will have to turn out a different kind
of person. Schools now need to produce people who can cope with change."...

What do people who will be in their prime in the year 2050, assuming society makes
it through the coming transitional decades, need to shape their futures? Is the current cur-
riculum — history, mathematics, science, new versions of Dick and Jane, all taught as separate
subjects, really appropriate for the concluding years of the twentieth century? The majority
of futures writers have a clear answer: No. They illustrate that instant information retrieval
not only ends jobs in the world of work, it ends subjects in the world of learning!...

The potential technology exists to eliminate most current classrooms before the turn
of the century, moving from a campus to a community-oriented learning system. A postliter-
ate society is on the verge of arriving; reading will become a luxury, a leisure pastime, or a
choice, but not an absolute essential.

Yet, the seventh grade programs in junior high and middle schools continue with the
bleakness of 50 years past. Most still require English, history, science, math, and physical

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181

education, along with a semester of art and a semester of music. They have period 1, 2, 3
schedules; A, B, C report cards; tardies, notes from home; textbooks. Perhaps even worse is
the fact that most colleges still prepare teachers for this antiquity; and administrators, who
in spite of the goals professed in graduate courses, continue to perpetuate the system. Is it
any wonder that Learning for Tomorrow labeled today's education obsolete?

Ron Barnes, in Tomorrow's Educator: An Alternative to Today's School Person (Tran-
sitions, Inc.: Phoenix, Arizona, 1977), has listed his descriptors of a New Age educator — a
person who thinks systematically; accepts and promotes diversity; demonstrates a holistic
perspective toward life; strives for self-awareness; promotes interdependence; is comfortable
with the unknown; considers human values of highest priority; is experimental; works toward
changing schools; has a more open approach to knowledge; and is a true futurist.

Outcome-Based Instructional Management: A Sociological Perspective by WiLiiam Spady
was published in 1982, supported by a contract from the National Institute of Education
(NIE-P-80-0194) . This important paper, which provided a complete overview of the philosophy
behind OBE, the organizational dimensions of outcome-based practice, the operational char-
acter of outcome-based practice, etc., also carried some interesting comments regarding OBE's
relationship to Project Follow Through. Excerpts follow:

Implications for Follow Through... Despite the limitations of formal validation data sources,
however, there is a strong case to be made for implementing fully developed OB [outcome-
based] models in Follow Through sites. Philosophically, as well as empirically, this approach
is inherently suited to the clientele served by Follow Through programs and possesses an
operational character that is well suited for affecting positively both the cognitive and af-
fective outcome agendas sought by a variety of current Follow Through models.

Recognizing that OB practice resembles some of these models, its unique power ap-
pears to be that it possesses a fine balance between focus and flexibility, and structure and
responsiveness, and that it contains elements suitable to a variety of student motivational
and learning styles without leaning heavily toward any one orientation. That is, it is as in-
clusionary in its methodology as it is in the conditions for student learning success it tries
to establish.

A final point regarding the inherent appeal of OB practice for Follow Through imple-
mentation is its basic openness. Public involvement in goal setting, public visibility of ob-
jectives and standards, and performance records and reporting systems which describe the
actual behavior being sought all help to "demystify" the educational process and facilitate
clearer understanding and communication between parents and the school.

The Network for Outcome-Based Schools itself represents a unique and powerful resource
for technical assistance and implementation to any sites oriented toward OB practice.

[Ed. Note: The above excerpts should be of interest to those promoting DISTAR/Reading Mastery,
the Skinnerian "systematic, intensive, scientific research-based" phonics reading program which
was one of the Follow Through models. How ironic that William Spady should say that the
outcome-based practice which "conservatives" say they detest is similar to the Follow Through
model which they have embraced. It is obvious Spady is not referring to the Open Classroom
Follow Through model, since that model did not include "public visibility of objectives and
standards, performance records and reporting systems which describe the actual behaviors
being sought." In other words, Spady is making it clear that OB practice is a fraternal twin of

182

the Follow Through's Direct Instruction model developed by Siegfried Engelmann, which has
also been embraced by "conservatives"!]

"Learning To Read the ECRI Way" by Dennis Bailey was published in The Maine Times on
January 8, 1982. In the article Bailey points out that

Patrick Graff, an education professor, wrote in a 1974 issue of Today's Education: "So far,
mastery learning has not presented the empirical evidence necessary to convince reasonable-
minded teachers that all students have the same aptitude for learning every subject."

[Ed. Note: That Professor Groff, professor emeritus, San Diego State University, would make
the above comment is interesting in light of recent events; namely, his co-founding with
Robert Sweet of the Right to Read Foundation (RRF) which has taken a position in support
of the Reading Excellence Act of 1998. In supporting this legislation Groff 's organization has
indicated support for the "scientific, research-based" reading method used in ECRI, the very
technique which he says "has not presented the empirical evidence necessary to convince rea-
sonable-minded teachers that all students have the same aptitude for learning every subject."
ECRI is the mirror image of Siegfried Engelmann's DISTAR direct instruction, the Skinnerian
operant conditioning-based reading program promoted in Right to Read newsletters and on
its website.]

William (Bill) Spady, "the Father of OBE," made the following statement during a
conference held at the U.S. Department of Education in 1982 (attended by this writer). This
writer wrote down verbatim in shorthand Spady's following comment:

Two of the four functions of Mastery Learning are: Extra: whole agenda of acculturation,
social roles, social integration, get the kids to participate in social unit, affective; and Hid-
den: a system of supervision and control which restrains behavior of kids; the outcome of
the hidden agenda should be the fostering of social responsibility or compliance.

"State of Precollege Education in Mathematics and Science" was prepared by Paul DeHart
Hurd, professor emeritus, Stanford University, for the National Convocation on Pre-College
Education in Math and Science, National Academy of Sciences and National Academy of En-
gineering in Washington, D.C. in 1982. In this paper Prof. Hurd asserts that:

In the Communist countries there are comprehensive examinations at the end of the pri-
mary, middle, and secondary schools to assess a student's actual progress. Test results are
not interpreted in a competitive sense as to who has done well or poorly compared to other
students or a norm, but rather whether a student has mastered the prescribed subject mat-
ter. If test results are below expectancy, the student is tutored by the teacher and students.
The object is to avoid failures.

[Ed. Note: This definition is striking in its similarity to the definition of OBE/mastery learning/

The "Effective" Eighties : c. 1982

183

direct instruction, which uses non-competitive, criterion-referenced tests rather than traditional
norm-referenced tests which compare students to one another. Another common feature among
these techniques is continuous progress whereby students can have all the time and/or tu-
toring they need in order to "master" the content. Continuous progress is necessary to carry
out UNESCO's lifelong learning concept. This "exit exam" process is being legislated into an
increasing number of states.]

In a speech entitled "Regulated Competition in the United States" delivered BEfore the
top 52 executives in Northern Telecom's Worldwide Corporation meeting, for which the edited
proceedings were published in the February 1982 issue of the Innisbrook Papers, 7 Harvard
Professor Anthony Oettinger of the Council on Foreign Relations made the following extremely
elitist statements:

Our idea of literacy, I am afraid, is obsolete because it rests on a frozen and classical definition.
Literacy, as we know it today, is the product of the conditions of the industrial revolution,
of organization, of the need for a work force that could, in effect, "write with a fine round
hand." It has to do, in other words, with the Bob Cratchits of the world.

But as much as we might think it is, literacy is not an eternal phenomenon. Today's
literacy is a phenomenon (and Dickens satirized it) that has its roots in the nineteenth cen-
tury, and one does not have to reach much farther back to think of civilizations with different
concepts of literacy based, for example, on oral, rather than written, traditions.

The present "traditional" concept of literacy has to do with the ability to read and write.
But the real question that confronts us today is: How do we help citizens function well in
their society? How can they acquire the skills necessary to solve their problems?

Do we, for example, really want to teach people to do a lot of sums or write in a "fine
round hand" when they have a five-dollar, hand-held calculator or a word processor to work
with? Or, do we really have to have everybody literate — writing and reading in the traditional
sense — when we have the means through our technology to achieve a new flowering of oral
communication? 8

What is speech recognition and speech synthesis all about if it does not lead to ways of
reducing the burden on the individual of the imposed notions of literacy that were a product
of nineteenth century economics and technology?

Complexity— everybody is moaning about tasks becoming too complex for people to
do. A Congressman who visited one of my classes recently said, "We have such low-grade
soldiers in the U.S. that we have to train them with comic books." And an army captain in
my class shot back: "What's wrong with comic books? My people function" [emphasis in
original] .

It is the traditional idea that says certain forms of communication, such as comic books,
are "bad." But in the modern context of functionalism they may not be all that bad.

[Ed. Note: Doesn't the above sound a lot like the Texas Study of Adult Functional Competency,
the Adult Performance Level Study, and Secretary of Education T.H. Bell's and William Spady's
initiation of dumbed-down competency-based education?

One can't help but wonder if Oettinger — and those social engineers with whom he as-
sociates who call the shots in regard to our children's futures — would be happy to have their
own children and grandchildren offered such a limited education that they won't even know
who Charles Dickens or Bob Cratchit were?]

184

Chester Finn wrote "Public Service, Public Support, Public Accountability" for the March
1982 issue of the National Association of Secondary School Principals' Bulletin. Finn became
a high profile figure in education circles with his appointment as assistant secretary, Office of
Educational Research and Improvement, by Secretary of Education William Bennett. Finn's
article was quoted in Barbara Morris's book, Tuition Tax Credits: A Responsible Appraisal {The
Barbara Morris Report: Upland, CaL, 1983):

Short of scattering money in the streets or handing it out to everyone who wants some, the
funding agency must define eligible recipients.... This means, in a word, "regulation," the
inevitable concommitant of public financial support.

Finn also believed the government is obligated to recognize that the private schools it
helps support are different from public schools — that it is this "differentness" that makes them
supportable. The other side of the coin, he says, is the obligation of private schools

to recognize certain limits to their differentness and certain ways they must conform to the
norms and expectations of a society that values and supports them....

Some, to be sure, like to think they can have it both ways; i.e., can obtain aid without
saddling themselves with unacceptable forms of regulation. But most acknowledge the general
applicability of the old adage that he who pays the piper calls the tune, and are more or less
resigned to amalgamating or choosing between assistance and autonomy.

On March 29, 1982, at the "closed to the public" annual meeting of the Council of Chief
State School Officers, Secretary of Education T.H. Bell's top assistant, Elam Herzler, told the
assembled fifty state superintendents of education:

One of the elements of an effective school is to monitor, assess, and feed back. ... As little
as 5 percent of a school budget K-12 would be needed over a period of 12 years to enable
each student to have his own computer, and this is within our cost range.

"Can Computers Teach Values?" by Joseph A. Braun, Jr and Kurt A. Slobodzian, assistant
professors in the Department of Curriculum and Instruction of the Northern Illinois University
School of Education in Dekalb, Illinois, was published in the April 1982 issue of Educational
Leadership. The following are excerpts:

In helping children learn how to inquire and examine their own emerging value systems,
most educators agree that unintentional negative reactions by teachers are deleterious to
youngsters' self-concept. Couple this with potential ridicule from student peers, and one
can readily see why values education has been a delicate and controversial issue. However,
a student using CAI [computer-assisted instruction] in the examination, evaluation, and
acquisition of values would be able to do so with mature guidance in an environment free
from potential rejection or scorn.

Another pitfall for teachers of values education is the invasion of a child's right to
privacy. Well-intentioned teachers often expect self-disclosure beyond a student's limit of
psychological safety (Lockwood, 1977) by demanding deeply personal revelations from

The "Effective" Eighties : c. 1982

185

participants who are not prepared to discuss their more private thoughts. The computer, in
contrast, has no misguided need to get to know "the real you."

The computer, then, is ideally suited to the role of facilitator in values education. It
inherently possesses the Rogerian [psychologist Carl Rogers] qualities of genuineness and
congruence. It can even be programmed to positively regard anyone who uses it. A student
using CAI gains a sense of protection as well as a constant source of appropriate feedback
while exploring and integrating feelings, beliefs, and behavior.

Computers have also been programmed to pick out key words from a respondent's
statements. The computer program then formulates open-ended questions from key words,
which causes the respondent to focus and further clarify feelings. In other words, using a
program called "Doctor," Holden (1977) describes a conversation between a computer and
a troubled young woman who began with a common complaint:

Human: "Men are all alike."
Computer: "In what way?"

Human: "They're always bugging us about something or another."
Computer: "Can you think of a specific example?"
Human: "Well, my boy friend made me come here."
Computer: "Your boyfriend made you come here? "
Human: "He says that I'm depressed much of the time."
Computer: "I am sorry to hear that you are depressed."
Human: "It's true, I am unhappy."

Computer: "Do you think coming here will help you not be unhappy?"
Human: "I need some help. That much seems certain."
Computer: "What would it mean if you got some help?"
Human: "Perhaps I could learn to get along with my mother."
Computer: "Tell me more about your family."

The Complete Works of Francis A. Schaeffer: A Christian Worldview, Volume One, a
Christian View of Philosophy and Culture (Crossway Books: Westchester, 111., 1982) was pub-
lished. In a treatise entitled "A Christian View of Philosophy and Culture: Back to Freedom
and Dignity," noted Christian scholar and theologian Dr. Francis Schaeffer warned of B.F
Skinner and his methods:

Skinner says that up until the present time all of humanity has considered man to be in some
sense autonomous — that is, that there is in each individual an "ego" or mind or center of
consciousness which can freely choose one or another course of action. But, Skinner says,
autonomous man does not exist, and it is the task of behavioral psychology to abolish the
conception.... Skinner declares that everything man is, everything man makes, everything
man thinks is completely, 100 percent, determined by his environment.

After the publication of Beyond Freedom and Dignity [1972], when he [Skinner] was at
the Center for the Study of Democratic Institutions, he spoke at Westmont College in Santa
Barbara, California. There he said, "The individual does not initiate anything." In fact, he
said that any time man is freed from one kind of control, he merely comes under another
kind of control. Christians consider that man is autonomous in that he is significant, he af-
fects the environment. In behavioristic psychology, the situation is reversed. All behavior is
determined not from within but from without. "You" don't exist. Man is not there. All that is
there is a bundle of conditioning, a collection of what you have been in the past: your genetic
makeup and your environment. But Skinner goes a step further, subordinates the genetic

186

factor, and suggests that man's behavior can be almost totally controlled by controlling the
environment.... Some behaviorists would differ with him on this last point. How is it that
the environment controls behavior?

Here Skinner brings up the concept of "operant conditioning." This notion is based on
his work with pigeons and rats. The basic idea is that "when a bit of behavior is followed
by a certain consequence, it is more likely to occur again, and a consequence having this
effect is called a reinforcer." (p. 27) That is, for example, "anything the organism does that
is followed by the receipt of food is more likely to be done again whenever the organism is
hungry. "

There are two kinds of reinforcers: negative reinforcers which have adverse effects,
and positive reinforcers whose effect is positive. Skinner contends that only the positive
reinforcers should be used. In other words, in order to reinforce a certain kind of behavior,
one should not punish; he should reward. If a person is surrounded by an atmosphere in
which he gets a sufficient reward for doing what society would like him to do, he will auto-
matically do this without ever knowing why he is doing it.... Within the Skinnerian system
there are no ethical controls. There is no boundary limit to what can be done by the elite in
whose hands control resides.

The reduction of man's value to zero is one of the important factors which triggered
the student rebellion at Berkeley and elsewhere in the 1960s. Those students sensed that
they were being turned into zeros and they revolted. Christians should have sensed it long
before and said and exhibited that we have an alternative. . . . We are on the verge of the larg-
est revolution the world has ever seen — the control and shaping of men through the abuse
of genetic knowledge, and chemical and psychological conditioning.

Will people accept it? I don't think they would accept it if (1) they had not already
been taught to accept the presuppositions that lead to it, and (2) they were not in such
hopelessness. Many of our secular schools have consistently taught these presuppositions,
and unhappily many of our Christian lower schools and colleges have taught the crucial
subjects no differently than the secular schools.

Schaeffer's "Conclusion" follows:

What do we and our children face? The biological bomb, the abuse of genetic knowledge,
chemical engineering, the behavioristic manipulation of man. All these have come to popular
attention only a few years ago. But they are not twenty years away. They are not five years
away. They are here now in technological breakthroughs. This is where we live, and as true
Christians we must be ready. This is no time for weakness in the Church of Christ. What
has happened to man? We must see him as one who has torn himself away both from the
infinite-personal God who created him as finite but in his image and from God's revelation
to him. Made in God's image, he was made to be great, he was made to be beautiful, and
he was made to be creative in life and art. But his rebellion has led him into making himself
into nothing but a machine, (pp. 374-384)

An article entitled "Graduates Lack Technical Training, Study Warns — By 1990, 2 Million
May Not Have Essential Skills Needed for Employment in 'Information Society'" was published
in the May 12, 1982 issue of Education Week. This article clearly placed the responsibility for
the transformation from traditional academic education to workforce training at the feet of the
Carnegie Corporation-spawned Education Commission of the States (ECS) and the National
Assessment of Educational Progress (NAEP) . This article fired one of the first shots across the

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187

bow of traditional academic education. It clearly denned the new "education" landscape when
it described the need for Benjamin Bloom's Taxonomy (high level skills of critical thinking; i.e.,
evaluation, analysis, synthesis, application, etc.) versus "low level basic skills," emphasizing
the use of the brain for processing, not storage (explained by Thomas Kelly in the January
1994 issue of The Effective School Report). The terminology in this article would, eleven years
later, be reflected in the major Goals 2000 restructuring legislation, the Elementary and Sec-
ondary Reauthorization Act of 1994 (H.R. 6) which referred to the learning of basic academic
skills and the emphasis on repetitive drill and practice in elementary school as a "disproven
theory. " Some excerpts from this enlightening article follow:

"Unless the decline of high-order skills among high-school students is reversed," warns
a new report from the Education Commission of the states, "as many as two million students
may graduate [in 1990] without the essential skills required for employment in tomorrow's
technically-oriented labor force. "

"Information Society: Will Our High School Graduates Be Ready?" was prepared by
Roy Forbes, director of the National Assessment of Educational Progress (NAEP) and Lynn
Grover Gisi, a research assistant and writer with NAEP. Its intention, the authors say, is to
"stimulate research and communication among the groups concerned with technology's
impact on education."

The Forbes-Gisi report reviews labor-force projections, summarizes recent National
Assessment findings, and outlines "recent corporate, educational, and legislative actions"
designed to address the problem.

Arguing that the computer chip will replace oil in the U.S. economy, and will form the
basis for a new information society, the authors say that the "basics" mastered by the high-
school gaduates of the future will have to include more complex skills than minimal read-
ing, writing, and computing. Among the higher-level skills the information age will require,
they argue, will be "evaluation and analysis, critical thinking; problem-solving strategies,
including mathematical problem-solving, organization and reference skills; synthesis; ap-
plication; creativity; decision-making given complete information; and communication skills
through a variety of modes." ...The data from the National Assessment provide convincing
evidence that by the time students reach the age of 17, many do not possess [the above
listed]... higher-order skills. The "elements of the problem," says the report, are:

• Foreign competition. The age of high technology is rapidly changing the roles of
production and other countries are responding — faster than the U.S. — by upgrading
their educational programs on a national level. The U.S. educational system, says
the report, "poses unique problems by its inherent commitment to diversity and
emphasis on local and state control."...

• Students. Technology used for educational purposes has the potential to reshape in-
structional delivery systems, the report says, and that may result in a decentralization
of learning from traditional schools into homes, communities and industries....

• Responsibilities and relevance. Education must become more relevant to the world of
work, the report contends, and this requires "informational feedback systems on the
successes of students who have completed the required curriculum. Quality control
has focused on the inputs into a system — teachers and textbooks, for example — and
not the outcomes. Thus there has been no attempt to incorporate long-term informa-
tion into the management system's program planning." The report's authors agree
with a report of the Southern Regional Education Board that American schooling
no longer lacks the basics rather the "complexities that make for mature learning,
mature citizenship, or adult success."...

188

Unless the U.S. can keep pace, the report contends, its "position as a leader of tech-
nology and competitor for world markets will be severely threatened."

Cooperative Efforts

Only cooperative efforts involving all segments of society will solve the problem, the
report states. In particular, it calls on American industry and labor to play a greater role....

..."Industries cannot afford to pass up these opportunities and others because their
future existence will depend upon it. . .. Clearly we are not cultivating the raw materials, our
future workers, who are vital not only for economic progress, but ultimately for economic
survival."

[Ed. Note: There are many responses this writer could make to the above article, but the first
of which is that the statement "Clearly we are not cultivating the raw materials, our future
workers" — our children! — is the most offensive of all. The use of those words alone when
referring to human beings should tell the reader that something is very, very wrong in the
United States of America. One has more respect for their pet animals than to refer to them as
"raw materials."

Secondly, the report's agreement with the Southern Regional Education Board "that
American schooling no longer lacks the basics" defies logic! From a region which consistently
scores at the bottom of the heap, this is particularly repugnant. The idea that "higher order
skills" should be the focus of our educational efforts can only be the product of the thinking
of persons who are not concerned with whether or not students can read, write, or compute
unless it is to perform a workforce function. Without a basic ability to read, write and com-
pute on a broad base, it is impossible for anyone to have substance about which to "think
critically"! Thinking critically — making choices and comparisons — requires a base knowledge
that is either acquired through study (as in the case with most children who are students) or
through life experience (which adults, but not children, can claim) .

Lastly, the use of technology to decentralize "learning" from traditional schools into
homes, communities and industries should raise a tall, red flag for successful homeschoolers.
These folks are talking about government control of this process.]

The International Conference for Parent/Citizen Involvement in Schools was held July
22-25, 1982 at the Hilton Hotel, Salt Lake City, Utah. A letter to Secretary Bell dated Febru-
ary 25, 1982 requesting conference funding contained an impressive list of supporters on its
letterhead, including: Scott Matheson, governor of Utah; Mrs. Barbara Bush, honorary chair-
person, National School Volunteer Program; T.H. Bell, U.S. secretary of education; Dr. Don
Davies, Institute for Responsive Education; Dr. Carl Marer, National Committee for Citizens
in Education; Dr. M. Donald Thomas, superintendent of schools, Salt Lake City, Utah, and
education representatives from Canada and Australia.

Dr. Donald Thomas, originally on the board of directors of The Effective School Report, and
executive director of the Network for Effective Schools, is a well-known change agent. Thomas
has traveled to Russia under the auspices of U.S. Secretary of Education Lamar Alexander
and Dale Mann of Columbia University, to work with Russia on implementing international
education restructuring.

The above-mentioned letter to Bell also stated:

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189

The "think tank" session will be by invitation only to leaders in the movement. Its purpose
will be to assess the current status of parent/citizen involvement in the schools; to identify
trends and directions of the movement for the 80s; and finally to plan further positive action
to support the continuation of the movement.

One of the attachments to this conference correspondence included many pages related
to Effective School Research and a listing of the components necessary for education restruc-
turing. The list included:

• mastery learning/ direct instruction

• expectations

• climate

• motivation

• measurement diagnosis

• assessment

• class management

• discipline

• classroom organization

• pupil conditions/rewards

• praise

• parent involvement, etc.

Those connected with such research are listed as follows: Michael Rutter, England, Ef-
fective School Study; the late Harvard Professor Ron Edmonds; professors Benjamin Bloom
and John Goodlad; Larry Lezotte; Donald Thomas; and others.

A second attachment on National Coalition for Parent Involvement in Education (NCPIE —
Alexandria, Virginia) letterhead stated that NCPIE was facilitated by the National School
Volunteer Program and funded by Union Carbide Corporation.

A MEMO WAS SENT TO SECRETARY OF EDUCATION T.H. BELL FROM THE ASSISTANT SECREtary, Office

of Educational Research and Improvement, regarding "upcoming events for July 31 -August
31" which listed:

AUGUST 5 — President Reagan is scheduled to hold a press conference in which he will
announce an initiative involving the National Diffusion Network and the National Health
Screening Council for Volunteer Organizations, Inc. This collaboration, called PARTNERSHIP,
links schools with the media, local businesses, government and hospitals in a school im-
provement effort.

[Ed. Note: This activity was cancelled due to prompt grassroots opposition in the D.C. area
consisting of a memorandum to the White House informing the President of concern nationwide
related to the process known as "community education" and public-private partnerships.]

A U.S. Department of Education memorandum to Secretary Bell dated October 5, 1982
stated:

190

President Reagan is scheduled to visit P.S. 48, an elementary school in the Bronx, New York
City. During his visit the President will meet Dr. Ethna Reid, Director of the Exemplary Center
for Reading Instruction, a program in the National Diffusion Network. Dr. Reid will be at P.S.
48 to train staff members in the use of ECRI. 9

[Ed. Note: Whether the President, a very busy man, met with Dr. Reid or not, is insignificant.
What IS highly significant, however, is WHY this extraordinary effort was made to introduce
the President of the United States to Dr. Ethna Reid of Utah. In retrospect, scheduling President
Reagan to meet with the developer of the "chosen" teaching method which incorporates Skin-
nerian mastery learning and direct instruction makes sense.]

U.S. Secretary of Education T.H. Bell's Commission on Excellence published A Nation
at Risk: The Imperative for Educational Reform in 1982. This report laid the groundwork for
the controversial restructuring Americans face today. Initially, the commission engaged in a
slick, expensive propagandistic roadshow, intended to mobilize American opinion in favor
of the umpteenth reform since the federal government seized control of education in 1965,
causing steep declines in academic test scores. The recommendations were couched in terms
Americans would accept; i.e., mastering basic skills, more homework, etc. Its hype was best
illustrated by the following excerpt:

If an unfriendly foreign power had attempted to impose on America the mediocre educational
performance that exists today, we might well have viewed it as an act of war.... We have, in
effect, been committing an act of unthinking, unilateral educational disarmament.

[Ed. Note: The rhetoric worked. Spending increased. Ideas, which would never have been
accepted had a crisis not been deliberately created, were embraced without question. These
included doing away with the only valid criterion for measuring student academic achieve-
ment — the Carnegie Unit — with its required four years of math, four years of English, four
years of history, etc., in order to graduate from high school. Of interest was an informal com-
ment made by Secretary Bell at the initial (closed to the public) commission meeting in July
of 1981. Secretary Bell commented that one had to "create conflict in order to obtain one's
objectives."

The conflict was indeed created between the conservatives (falsely represented by big
business interests) and the liberals (the left-wing tax-exempt foundations and leadership of the
teacher unions, etc.), in order to be able to come to a compromise (arrive at the consensus or
common ground) which represented what the United Nations and its educational agencies had
been promoting since 1945. The U.N. agenda included socialist lifelong learning and training
for the global workforce. This consensus required — and succeeded in obtaining — partnerships/
mergers between individuals and groups that had formerly had nothing in common — especially
the partnership between government schools and business. Such a partnership is required by
socialist/fascist forms of government.]

The Center for Educational Research and Innovation (CERI), 10 which is attached to the

Organization for Economic Cooperation and Development (OECD) in Paris, France, held an
International School Improvement Project (ISIP) conference in Palm Beach, Florida in 1982.

The "Effective" Eighties : c. 1982

191

Many of the key components of the United States' education reform movement (effective schools
movement) were discussed by delegates from member countries. The main topic appeared
to be a subject entitled "CBAM" about which absolutely nothing was said in the invitational
papers sent to delegates planning to attend.

The writer was bewildered by the term "CBAM" until it appeared in the U.S. Department
of Education- funded project "Changing Teacher Practice, Final Report of an Experimental
Study — Gary A. Griffin, Principal Investigator, Susan Barnes, Sharon O'Neal, Sara E. Edwards,
Maria E. Defino, Hobart Hukill — Report No. 9052, Research and Development Center for
Teacher Education, The University of Texas, Austin, Texas 78712." Within the project report
there is discussion of the application of "behavioral science for systems improvement. " The
"Changing Teacher Practice" project contained the "Concerns-Based Adoption Model" (CBAM),
which illustrated the extent of psychological manipulation undergone by teachers who resist
change. The following excerpt explains the purpose of "Concerns-Based Adoption Model" as
a support tool to assist teachers through the painful process of "change":

The Concerns-Based Adoption Model (CBAM) provides a structure for staff development plan-
ning which focuses on the process of change as a personal experience (Hall & Loucks, 1978,
Note 19). The perceptions, feelings, motivations, frustrations, and satisfactions of teachers
about an innovation are identified and classified according to a developmental scheme of
stages. The process of change by which a person moves through these stages is attended to
so that an innovation can be implemented. Concerns-based staff development recognizes
and accepts as legitimate the concerns of the person involved in the change process. Change
is regarded as long term and developmental, and individuals are perceived to need support
as they experience change. In this model any process or product that the teacher has not
previously encountered is regarded as an innovation for that teacher, (p. 37)

[Ed. Note: The information regarding the ISIP conference in Palm Beach is taken from a July
9,1982 letter from J.R. Gass of the Organization for Economic Cooperation and Development
of the Center for Educational Research and Innovation to Donald J. Senese, assistant secretary
for the Office of Educational Research and Improvement, U.S. Department of Education. Such
international meetings at which international education/workforce training agenda items are
discussed take place regularly. OERI and CERI are closely connected in the work they carry
out for OECD, UNESCO and the United Nations.]

"Between Classes — What Cost, Accountability?" by Terry L. Forthum, teacher and editor
of the state newspaper of the Arizona Federation of Teachers, was published in the October
1982 issue of the The Arizona Forum. Excerpts follow from this thought-provoking article:

If accountability becomes the ultimate goal of education and all areas of education
are reduced to "components" measurable by standardized testing, education will no longer
be a learning process but a cloning process for both the teacher and the student. The prior-
ity questions for education in the future may well be: Why can't Johnny think? Why can't
Johnny enjoy? Why can't Johnny feel? Why can't Carbon Unit J smile?...

The panic caused by educational studies of the Why Can't Johnny Read variety has
created a new educational priority — ACCOUNTABILITY. In its purest form, accountability
aids the profession and the professional in maintaining standards of excellence. The results
of any attempt to "monitor" the profession and therefore make it accountable can only be

192

as valid, however, as the instrument or process which produces the results....

Accountability is the central election issue in the race for Superintendent of Public In-
struction [Mr. Forthum is referring to reform opponent Ann Herzer's bid to unseat Carolyn
Warner as superintendent of public instruction, ed.]. The present administration has estab-
lished pilot programs throughout Arizona which can measure student progress as defined by
the testing instrument, therefore making the school and instructor accountable. The evaluative
program, developed nationally and piloted in other states before reaching Arizona, can in
fact establish a criteria for testing accountability. That it works is not the issue. The issue
is how it works. The issue is not "should education be accountable" but should education
make B.F. Skinner methodology the model for establishing educational accountability?

Edward Curran, director of the National Institute of Education, was dismissed by

Secretary T.H. Bell in 1982 due to Curran's recommendation to President Reagan that the
National Institute of Education — the research and development arm of the U.S. Department
of Education — be abolished. President Reagan was out of the country at the time of Curran's
dismissal. When President Reagan was elected Dr. Curran left his position as headmaster of
the Cathedral School for Girls in Washington, D.C., first to work on the education department
transition team and later to assume the directorship of the National Institute of Education.

Curran's courageous recommendation would not have required Congressional approval, as
did the proposal to abolish the U.S. Department of Education; an executive order by Secretary
Bell was all that was required. Abolishing NIE could have removed much of the controversial
federal government influence in our local schools. In an article entitled "Success Eludes Old
Research Agency," Education Week (December 9, 1982) quoted Dr. Curran as follows:

NIE is based on the premise that education is a science whose progress depends on systematic
"research and development." As a professional educator, I know that this premise is false.

1983

"A Religion for a New Age" by John Dunphy, written for the January/February 1983
issue of The Humanist, the journal of the American Humanist Association, lifts the veil of
respectability from humanism and humanistic ethics. Excerpts follow:

I am convinced that the battle for humankind's future must be waged and won in the
public school classroom by teachers who correctly perceive their role as the proselytizers of a
new faith: a religion of humanity that recognizes and respects the spark of what theologians
call divinity in every human being.

These teachers must embody the same selfless dedication as the most rabid fundamen-
talist preachers, for they will be ministers of another sort, utilizing a classroom instead of a
pulpit to convey humanist values in whatever subjects they teach, regardless of the education
level — preschool day care or a large university.

The classroom must and will become an arena of conflict between the old and the
new — the rotting corpse of Christianity, together with all its adjacent evils and misery, and
the new faith of Humanism, resplendent in its premise of a world in which the never-real-
ized Christian idea of "love thy neighbor" will finally be achieved.

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193

Education for Results: In Response to A Nation at Risk, Vol. 1: Guaranteeing Effective
Performance by Our Schools (SAFE Learning Systems, Inc.: Anaheim, Cal., 1983) by Robert
Corrigan was published. In its 500-page how-to manual, Corrigan's S.A.F.E. [Systematic Ap-
proach for Effectiveness] model was described. Corrigan explains:

The following successive phases were performed to test out the theoretical concepts of
increased mastery learning effectiveness: Phase 1. To design and to extensively field-test
a group instructional learning-centered program applying those programmed instructional
principles postulated by Skinner and Crowder to be combined with the techniques of System
Analysis for installing required system-wide managing-for-results processes including the
accountable performance by teachers, principals and support personnel. This program would
be "packaged" for use by teachers to deliver predictable achievement of defined mastery-
learning objectives, (p. 155)

[Ed. Note: This program was endorsed by — among others — Bill Spady (Mr. OBE), the director of
the controversial Far West Laboratory Outcome-Based Education Project (the Utah Grant) and
Professor Homer Coker of the University of Georgia, who developed — with National Institute of
Education funds — a controversial standardized teacher evaluation instrument with 420 teacher
characteristics (competencies/behaviors) . This book's Appendix VI contains extensive quotes
from this important trail-blazing project.]

From the first newsletter, Outcomes, published by Bill Spady's Network for Outcome-
Based Schools in 1983, came the article "Four Phases in Creating and Managing an Outcome-
Based Program" by John Champlin of the Department of Educational Administration of Texas
Tech University in Lubbock, Texas. The fact that mastery learning is outcome-based education
is made clear in the following excerpts:

"Outcome-Based" was conceived during discussions in 1979 when our attention centered
around how Mastery Learning could be better managed and made more likely to survive,
despite many ill-conceived design and implementation attempts. Those participating proposed
that an advocacy network be established. This founding group of a dozen or so concluded
that more support for Mastery Learning would be likely if this new network focused equally
on outcomes as well as process. They argued that instructional delivery systems needed to
be sufficiently flexible and responsive to produce a wide variety of outcomes, not just the
existing limitations of basic skills programs. This decision was considered critical in view of
limited success in efforts to operationalize competency-based concepts during the 1970s....
Out of these dialogues emerged the Network for Outcome-Based Schools, a loose configu-
ration of researchers, teachers, principals, school superintendents and college professors
whose goal was to advocate and implement Mastery Learning as a vehicle for producing the
capabilities and responses necessary for students to attain varied outcomes. The Network
has been a vigorous proponent of all of the identified components of Outcome-Based (OB)
programming since its inception....

INITIATE COMMUNITY REEDUCATION AND RENORMING ACTIVITIES— Any new program
development absolutely requires provisions to foster community understanding. Many well-
intended change efforts have fallen upon the rocks because the community didn't understand
it, challenged it, and built up so much pressure that it was easiest for staff to revert to the safe
harbor of the status quo. This community effort should be designed both to reeducate and to

194

renorm parents and the general public. It is important that your community know what you
intend to do, why it is happening, and exactly what they can expect as it progresses. I believe
a district will win some degree of tolerance and patience if it involves the community in this
way. To expect residents to passively accept any modification after the fact or by edict is a
serious error. Think of renorming the community the same way you conduct similar efforts
in the school environment. Don't challenge the community, co-opt them. (pp. 36-7)

The U.S. Department of Education funded two important projects in 1983: 1) "Framing
a Future for Education" for Kansas; and 2) "Strategic Planning and Furthering Excellence in
Millard Public Schools" for Nebraska, both of which were assigned to Dr. Shirley McCune
of the MidContinent Regional Educational Laboratory (McREL) as project director. These
two projects, based on the work of the New Age Naisbitt Group founded by John Naisbitt
who authored Megatrends, served as national pilots for OBE restructuring of America from a
"representative democracy" to a "participatory democracy — moving from a left versus right
politics to a politics of the radical center," in Dr. McCune's words. McCune became famous
(or infamous) during the National Governors' Association conference in Wichita, Kansas in
1989 when she said:

What we're into is the total restructuring of society. What is happening in America today
and what is happening in Kansas and the Great Plains is not simply a chance situation in
the usual winds of change. What it amounts to is a total transformation of society.... Our
total society is in a crisis of restructuring and you can't get away from it. You can't go into
rural areas, you can't go into the churches, you can't go into government or into business
and hide from the fact that what we are facing is the total restructuring of our society.

[Ed. Note: In the 1996 entry regarding McCune's book, The Light Shall Set You Free (Athena
Publishing, Alpha Connections: Santa Fe, New Mexico, 1996 ), McCune expressed her belief
that "each individual is a co-creator with the Divine."]

"A Call for a Radical Re-examination: Education Should Reflect a New iNTERNAtio nal

Economic Order" by Michel Debeauvais was published in the March 1983 issue of The Edu-
cation Digest. The article was a condensed version of the original which appeared in Prospects
(Vol. XII, No. 2, pp. 135-145). Michel Debeauvais is co-founder and president, Francophone
Association of Comparative Education, Sevres, France. The following excerpts relate to the
transformation of the world's education systems from traditional academic emphasis to work-
force training:

The current of thought that seeks to abolish the existing international economic order and
replace it with a new order calls for reexamination of the relations between education and
the economy...

Assuming growing importance everywhere, however, is the inadequacy of [the response]
of school systems to social needs and to the needs of the economy. These shortcomings
lie behind the educational reforms upon which nearly all countries have embarked. The
chief criticisms are: primary schooling often tends to direct young people toward salaried
employment in the modern urban sector, whereas only a minority among them can hope to
obtain such jobs; general secondary education still channels pupils' aspirations toward higher

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195

education; technical and vocational education suffer from lack of prestige and high costs,
and are often ill-suited to job market trends; higher education is often perceived as isolated
from national life, from the demands of cultural and internal development....

There is growing realization of the role of education systems in the reproduction of
inequalities — the social selection performed by the education system as it contributes to distri-
bution of social roles and jobs in a hierarchized society. The hierarchy of school results tends
to match the job hierarchy; situations where expansion of the education system is not matched
by changes in the job structure are perceived as a dysfunction requiring correction.

The goals of equity laid down by educational policy can be made effective only if they
are an integral part of development policies pursuing this aim through diverse and mutually
coordinated measures. This has led to... an integrated development policy, in which the aim
of education would be... achieving the social and economic goals of development....

Nevertheless, we may advance the following proposition: A policy of endogenous
development to accord priority to the struggle against inequality, and to the participation of
the population in decisions concerning it, ought also to be accompanied by fairly far-reach-
ing educational reforms, redefining the role and place of training in the overall system of
socioeconomic objectives.

Another important aspect of the New International Economic Order (NIEO)... will
require substantial alterations in international relations and. . . public opinion will have to
be prepared in order to understand and reconcile itself to the measures to be taken.... The
extent of the changes in attitude made necessary by a new world order based on the values
of the survival of humanity and respect for the dignity of all cultures constitutes a theme for
reflection that accords a central role to education in the context of an NIEO.

A new international order can be devised and implemented only by stages which cor-
respond... to those of a more deep-seated evolution in people's thinking. United Nations
bodies play a role that is by no means negligible in shaping world opinion.

...It now remains for us to find out where the children not attending school are in or-
der to prepare educational programs capable of reaching them and answering their needs.
In addition, the priority aim of reducing disparities between town and country should lead
to the measurement of schooling (and nonformal education) in the countryside, something
existing school statistics do not permit.

...Data on the level of instruction of workers would permit more accurate evaluation
of the relations between education and employment.

Functional Literacy and the Workplace: The Proceedings of the May 6, 1983 National
Invitational Conference was published (Education Services, American Council of Life Insurance:
Washington, D.C., 1983). Excerpts which highlight now-familiar ideas follow:

"Defining Functional Literacy" by Paul Delker, Director of the Division of Adult Education
in the U.S. Department of Education who has been involved with the Federal Adult Basic
Education Program since its beginnings in 1966... headed the U.S. delegation to a UNESCO
meeting that drafted Recommendations on Adult Education adopted by the [UN] General
Assembly in 1976.... You may be familiar with the Adult Performance Level Study (widely
known as the APL Study), funded by the then U.S. Office of Education and reported in 1975.
Its objectives were to describe adult functional literacy in pragmatic, behavioral, terms and
to develop devices for the assessment of literacy which would be useful on a variety of op-
erational levels. To date, the APL Study represents the most systematic and extensive effort
to measure functional literacy. . . .

"Some Responses to the Literacy Problem" by Willard Daggett, Director of the Division

196

of Occupational Education Instruction, New York State Education Department.... Education
exists within the larger context of society as a whole. As society changes, education must also
change, if it is to fulfill its mission of preparing people to thrive [emphasis in original] .... We
have begun evolving into a technological society. Our educational system must also change
to provide the highly trained personnel that technology requires. Five years ago, recognizing
that basic changes were occurring, the New York State Education Department reviewed its
system of vocational and practical arts education, to ensure that through the remaining years
of this century we would be preparing our students for the society which would be, not for
the society which was. In this review process, which we called "Futuring," we have relied
upon both business and industry to determine what skills and knowledge will be needed in
the next 15 years, and upon educators in the field and social scientists to recommend how
these should be taught.

Computers in Education: Realizing the Potential was published by the U.S. DEpartment
of Education in June, 1983. Under the subtitle "Expert and Novice Thinking" the authors
speculate:

Recent studies in science education have revealed that students approach learning with many
prior conceptions based on their life experiences, which can be obstacles to learning. These
conceptions are very resistant to change. We need to understand why students' conceptions
persevere so strongly and how best they can be modified.

"There Has Been a Conspiracy of Silence about Teaching: B.F. Skinner Argues that Pedagogy
Is Key to School Reforms" by Susan Walton was published by Education Week in its August
31, 1983 issue. Excerpts from this extremely enlightening article follow:

Improving methods of teaching would do more to help public education than would length-
ening the school day or any of the other reforms proposed by the National Commission on
Excellence in Education and other groups that have recently issued reports on education. So
argues B.F. Skinner, the Harvard University psychologist whose pioneering theories about and
studies on the "conditioning" of behavior have had a substantial impact on education. Still a
source of controversy 40-odd years after Mr. Skinner began his research, those theories have
been instrumental in the development of mastery learning and the "teaching machines" of
the 1960s. The behavioral scientist's work has also been an integral part of the debate over
individualized instruction.... Central to Mr. Skinner's thinking on education are the notions
that children should be allowed to learn at their own pace and that teachers should rely on
"reinforcers" or rewards, to strengthen patterns of behavior that they want to encourage.
Mr. Skinner argues that computers, as they are most commonly used, are essentially sophis-
ticated versions of the "teaching machines" of the 1960s.... Pointing to recent articles and
reports on how to improve education, Mr. Skinner argues that one central fallacy is that it is
more important for teachers to know their subject matter than to know how to teach it. Mr.
Skinner also advises that educators stop making all students advance at essentially the same
rate.... No teacher can teach a class of 30 or 40 students and allow each to progress at an
optimal speed. Tracking is too feeble a remedy. We must turn to INSTRUMENTS [emphasis
in original] for a large part of the school curriculum. The psychologist also urges educators
to "program" subject matter. "The heart of the teaching machine, call it what you will, is

The "Effective" Eighties : c. 1983

197

the programming of instruction — an advance not mentioned in any of the reports I have
cited," he writes. He argues "the reinforcing consequences of being right" will eventually
prompt students to do what they are supposed to do, but to elicit the behavior the first time,
their behavior must be "primed" and "prompted." "Programmed instruction," Mr. Skinner
contends, makes "very few demands on teachers."

[Ed. Note: Had the above interview occurred a year later, Skinner would have known that A
Nation at Risk's ultimate recommendations would be to implement Skinnerian mastery learn-
ing (QBE) "in all the schools of the nation."]

Maine Association for Supervision and Curriculum Development in-service training was

attended by this author in 1983. Dr. S. Alan Cohen led the training. Cohen taught research
and curriculum design in the Department of Curriculum and Instruction at the University of
San Francisco, California, and was president of SAC Associates, a private consulting firm in
systems analysis, evaluation and curriculum design. The following information was contained
in a flyer handed out at the in-service training:

His [Cohen's] curriculum research generated the concept of High Intensity Learning, an ap-
plication of systems theory to classroom management. Today, thousands of schools around
the world operate his High Intensity Learning Centers in reading and math. He co-authored
the Random House series, the first commercially published basal program developed on the
Mastery Learning model. A second Mastery Learning program, published in 1978, teaches
pupils how to score high on standardized tests. In 1979 Dr. Cohen authored, designed and
published a series of graduate textbooks under a SAC subsidiary, Mastery Learning Systems
(MLS). Cohen was one of the architects of the Job Corps Curriculum System. Has been con-
sultant to the Right to Read Office, U.S. Office of Education Office of Economic Opportunity....
His work as consultant and author to Random House and to 20th Century's B.F. Skinner's
Reading Program reflects an unusual synthesis of radical behaviorism and humanistic ap-
proach to curriculum design. . . .

...[W]ith Harry Passow and Abe Tannebaum of Teachers College, Columbia University,
Dr. Cohen formed the education task force in the first War on Poverty, Mobilization for Youth.
Since that time, his training in learning psychology has been applied to research, materials
and systems development, writing and teaching in three major areas: systems applications
to curriculum, teaching the disadvantaged and learning disabilities.

During the in-service training, this writer recorded verbatim Cohen's following points:

In 1976 Block and Burns published in the American Educational Research Association re-
search, around the world on mastery learning. United Nations Educational, Scientific and
Cultural Organization (UNESCO) is committed to Mastery Learning all over the world. We
have evaluated data worldwide.... Loyola University is the information center for Mastery
Learning. Amazing amount of data from all over the world that tells the obvious.... You can
account for 97 out of 100 things you give in a test.... Teaching kids to discriminate between
long and short "a" is bad... mundane.... Design assessments to fit what teachers are doing....
Avoid misalignment of conditions of instruction and conditions of assessment....

[Referring to the Iowa and California tests] Start teaching to them or stop using them.
Find out what they truly measure.... Same issue as defining what you are teaching.... How
do you get teachers to measure precisely what they teach? You must have an A and that bet-

198

ter be different than B, C. and F because not everyone can get to Harvard. They can't buy
the fact that every kid can get an A.... Way we guarantee no discrimination is to teach and
test.... Between 1969 and 1971 Omaha, Nebraska implemented mastery learning curriculum
citywide. Has best curriculum management I've seen anywhere.... New kind of report card...
listed competencies describing what kids can do and described standardized test scores
vs. norm-referenced.... Key components of mastery learning are: a) careful control of cues
(stimuli), what you bring to student; b) careful control of reinforcers; c) kids on task; and
d) recycling (correctives).

The Coming Revolution in Education: Basic Education and the New Theory of Schooling

(University Press of America, Inc.: Baton Rouge, 1983) by the late Eugene Maxwell Boyce, for-
mer professor of educational administration, Bureau of Educational Studies and Field Services,
College of Education at the University of Georgia, was published. An excerpt follows:

In the communist ideology the function of universal education is clear, and easily under-
stood. Universal education fits neatly into the authoritarian state. Education is tied directly
to jobs — control of the job being the critical control point in an authoritarian state. Level of
education, and consequently the level of employment, is determined first by level of achieve-
ment in school. They do not educate people for jobs that do not exist.... No such controlled
relationship between education and jobs exists in democratic countries, (p. 4)

The Maine Facilitator Report on Current National Diffusion Network Activities reported
in 1983 that "ECRI [Exemplary Center for Reading Instruction] Consortium Winds Down."
Excerpt follows:

After five years of operation, the Maine Mastery Learning Consortium will conclude formal
operation on August 1 . The Consortium, which at times had a membership of as many as
thirty school districts, was formed in 1978 to provide the services of an ECRI trainer to Maine
teachers using that mastery learning program. Primary support for the Consortium came
from Title IV-C, in 1978-1980. From 1980-1982 it operated with federal Title II (Basic Skills)
funds, and in the past year with local school district funds. The Consortium is ending at a
time when many schools are just beginning to explore the implications of recent teacher
effectiveness research. The critical teacher behaviors found to correlate directly with high
levels of achievement — specifying learning objectives, setting high standards for mastery,
modeling, practicing, eliciting responses from all students, reinforcing correct responses,
and time on task — are all key components of the ECRI program that are now being used in
a routine way by hundreds of Maine teachers because of the Consortium's services.

Northwest Regional Educational Laboratory (NWREL) published Effective ScHOOLing

Practices: A Research Synthesis — Goal-Based Education Program in the mid-1980s. [Goal-based
education = outcomes-based education] NWREL is a federally funded laboratory whose role
has always been to develop goals for American education. An excerpt from Effective Schooling
Practices follows:

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199

Incentives and Rewards for Students Are Used to Promote Excellence:

1 . Systems are set up in the classroom for frequent and consistent rewards to students for
academic achievement and excellent behavior; they are appropriate to the developmental
level of students; excellence is defined by objective standards, not by peer comparison.

2. All students know about the rewards and what they need to do to get them. Rewards are
chosen because they appeal to students.

3. Rewards are related to specific achievements; some may be presented publicly; some
should be immediately presented, while others delayed to teach persistence.

4. Parents are told about student successes and requested to help students keep working
toward excellence. Brophy (1980); Brophy (1981); Emmer (1981); Evertson (1981); Hunter
(1977); Rosswork (1977); Rutter (1979); Walker (1976).

[Ed. Note: An example of the pervasiveness of Skinnerian operant conditioning, with its
rewards/reinforcement system, is found in the Effective School Research on "school climate."
The definition of "positive/effective school climate" has varied; one definition being "psycho-
logically facilitative environment" — Skinner to the core. The Charles F. Kettering Foundation
Ltd. (Dayton, Ohio) School Climate Profile, based on Eugene Howard's Colorado Model, con-
tains a mark-off sheet with blocks in which data are arranged by "Almost Never, Occasion-
ally, Frequently, and Almost Always" to score behavior. Under "Program Determinants" from
"Definitions of Climate Terms" in Howard's Colorado Model, we find this wording:

2. INDIVIDUALIZED PERFORMANCE EXPECTATION AND VARIED REWARD SYSTEMS:

Practices are identified whereby staff members recognize individual differences among pupils.
Everyone is not expected to learn the same things in the same way or in the same length
of time. Rewards are sufficiently available so that all pupils, with effort, may expect to be
positively and frequently recognized by the school.

Researcher and writer K.M. Heaton, in her revised edition of an article entitled "Pre-
conditioning for Acceptance of Change" explained very clearly in 1983 how radical change in
our republican form of government has been brought about at the local level through the use
of psychopolitics. 11 The following are excerpts from Mrs. Heaton's article:

Variants of these control strategies have been, and are being, used on every front in this
war. A case in point: In the early seventies, a textbook was developed by a think tank in
Berkeley, with the authority of the Governor's [Ronald Reagan] office, and coordinated by
the Council on Intergovernmental Relations, which provided an elementary course in the use
of psychopolitics "to provide the operant mechanism to change events in local government"
(a direct quote) . Named as the essential elements for planned change were:

• development of a climate for change;

• a crisis of major importance;

• a catastrophe having a physical effect on community;

• mounting cost of government, and/or major services;

• and/or collapse of government's ability to deal with these.

200

The Politics of Change (TPOC) then proceeded to suggest how to create these elements.
TPOC offers prima facie evidence of a deliberate, calculated scheme to disinform, mislead,
manage and control the destiny of local government in California and its citizens, without
regard for legal, moral or ethical considerations.

1984

During January and February of 1984, this writer — with the help of grassroots activists
and several officials in the U.S. Department of Education — organized witnesses and testimony
to be presented at the U.S. Department of Education "Hatch Amendment" hearings held in
seven cities: Seattle, Washington; Pittsburgh, Pennsylvania; Kansas City, Missouri; Phoenix,
Arizona; Concord, New Hampshire; Orlando, Florida; and Washington, D.C. These hearings
were held "pursuant to the notice of proposed rulemaking to implement Sec. 439 of the General
Education Provisions Act {The Protection of Pupil Rights Amendment)."

This Amendment is usually referred to as the "Hatch [Sen. Orrin] Amendment," although
the senator who originated it and was most involved in the initial important wording was the
late Senator Edward Zorinsky (D.-Neb). As the amendment went through the Congressional
committee process, Zorinsky's most important wording was weakened or deleted.

The weakened wording which attempted to address long-standing problems experienced
by parents and good educators follows:

Protection of Pupil Rights, 20 U.S. Code Sec. 1232h, Inspection by parents or guardians of
instructional material....

(a) All instructional material, including teachers' manuals, films, tapes, or other supple-
mentary instructional materials which will be used in connection with any research or experi-
mentation program or project shall be available for inspection by the parents or guardians of
the children engaged in such program or project. For the purpose of this section "research or
experimentation program or project" means any program or project in any applicable program
designed to explore or... develop new or unproven teaching methods or techniques....

Psychiatric or psychological examination, testing or treatment:...

(b) No student shall be required, as part of any applicable program, to submit to psychiatric
examination, testing or treatment, or psychological examination, testing or treatment, in
which the primary purpose is to reveal information concerning political affiliations; mental
and psychological problems potentially embarrassing to the student or his family; sexual
behavior and attitudes; illegal, anti-social, self-incriminating and demeaning behavior; critical
appraisals of other individuals with whom respondents have close family relationships; legally
recognized privileged and analogous relationships, such as those of lawyers, physicians, and
ministers; or income (other than that required by law to determine eligibility for participation
in a program or for receiving financial assistance under such program); without the prior
consent of the student (if the student is an adult or emancipated minor) , or in the case of
an unemancipated minor, without the prior written consent of the parent.

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201

At the annual meeting of the American Educational Research Association held in New

Orleans, Louisiana in April of 1984, Brian Rowan, Ph.D. in sociology, presented a paper entitled
"Shamanistic Rituals in Effective Schools." The work on this "curious" paper was supported
by the National Institute of Education, U.S. Department of Education (Contract #400-83-003) .
Rowan should be noted as one of the principal investigators involved in the infamous 1984
grant to Utah (See later 1984 entry for Utah grant) to implement William Spady's Outcome-
Based Education program, the purpose of which was to "put OBE into all the schools of the
nation."

The "curious" nature of this paper is derived from Dr. Rowan's implied criticism of the very
Effective Schools Research with which he is so closely associated. The importance of Rowan's
paper lies in Rowan's professional credentials and willingness to bring to the debate table a
discussion of the legitimacy of claims of "effectiveness" made by those associated with the
Effective Schools movement (William Spady, et al.), including promoting outcome-based edu-
cation, mastery learning and direct instruction — all of which are required by Effective Schools
Research. This presentation helps one to better understand the dismal academic results to be
found in schools using Effective Schools Research; i.e., most often urban schools attended by
underprivileged and minority children.

The following quotes are taken from "Shamanistic Rituals in Effective Schools" which
can be found in its entirety in Appendix XXVI of this book:

We begin with one of the most common shamanistic rituals in the effective schools
movement, the glowing literature review. . . .

. . .Lacking a systematic understanding of the scientific pros and cons of effective schools
research, naive individuals are left only with the powerful and appealing rhetoric of the
reviewers.... The experienced shaman knows to avoid the scrutiny of scholars, for this can
raise objections to the "scientific" basis of ritual claims and divert attention away from the
appealing rhetoric. Instead, the shaman cultivates the practitioner who needs a simple and
appealing formula.

Thus, any experienced shaman can find "effective" schools....

The ritual is particularly suited to application in urban or low performing school sys-
tems where successful instructional outcomes among disadvantaged students are highly
uncertain but where mobilized publics demand immediate demonstrations of success. The
uncertainties faced by practitioners in this situation can easily be alleviated by what scholars
have begun to call curriculum alignment [teach to the test] ....

Thus, the art of measurement can be used as an aid to shamanism, especially in urban
schools plagued by the uncertainties of student performance. Student variability in perfor-
mance can be reduced, and relative performance increased, not by changing instructional
objectives or practices, but simply by changing tests and testing procedures.

The Office of Educational Research and Improvement of the U.S. Department of Edu-
cation in 1984 approved a grant from the Secretary's Discretionary Fund in the amount of
$134,459 (Grant No. 122BH40196) to Vanderbilt University to implement Vanderbilt's proposal
entitled "National Network for Educational Excellence." This project covered a period from
October 1984-October 1985 to use a computer-based network of fifty superintendents to col-
lect and exchange information about "effective" practices and to encourage national dialogue
about increasing school "effectiveness," so as to promote educational excellence. (Quotation

202

marks have been added around the words "effective" and "effectiveness" to alert the reader
to the fact that this grant was another effort to implement "Effective Schools Research" based
on Skinnerian psychology. Rowan's remarks in the entry prior to this one cast an interesting
light on this information.) At the time this grant was made, Chester Finn was professor of
education and public policy at Vanderbilt University. Finn would shortly thereafter be named
assistant secretary to the Office of Educational Research and Improvement under Secretary
of Education William Bennett who, in 1985, provided over $4 million to implement Effective
School Research nationwide.

A Letter to President Ronald Reagan was written by Willard W. Garvey, EXECutive
director of the National Center for Privatization, dated April 6, 1984. 12 An excerpt follows:

Privatization is now an idea whose time has come.... The knowledge, communication and
computer industry can make political representatives obsolete. Privatization might well be
the theme for the 200th anniversary of the Constitution. Privatization is essential for national
salvation.

The following notation was printed on the letterhead of the above-mentioned letter:

The National Center for Privatization is supported by the following groups and individuals:
Heritage and Reason Foundations; Pacific and Manhattan Institutes; VOLUNTEER; National
Center for Citizen Involvement; International Executive Service Corps; United Way with its
Services Identification System; National Legal Center for the Public; churches; labor unions,
Peter Drucker and Milton Friedman.

The Spring 1984 issue (Vol. 7, No.4) of Education Update from the Association for Su-
pervision and Curriculum Development carried the following statements:

One comprehensive study concludes that counseling can have marked deleterious effects
on problem students. Joan McCord, a Drexel University sociologist, undertook a 30-year fol-
low up study of a classic, highly respected study on juvenile delinquency — "The Cambridge
Somerville Youth Study." In the original study (first report in 1948) an experimental group of
253 high-risk problem boys were given extensive counseling. A control group matched as to
behavior, history, and family background received no counseling. In 1975 Professor McCord
contacted the original participants and compared the circumstances of the experimental and
control subjects. The experimental subjects were, among other things, found more likely to
commit criminal acts, be alcoholics, suffer from mental illness, die younger, and have less
prestigious jobs than the control group.

[Ed. Note: The results of this study match the negative results discussed in the May 1977 is-
sue of The School Counselor, American Personnel and Guidance Association's Special Issue
on Death, which said,"Death education will play as important a part in changing attitudes
toward death as sex education played in changing attitudes toward sex information and wider
acceptance of various sexual practices." In other words, counseling, sex ed and death ed have
negative effects, if, as one would hope and expect, the purpose of such programs is to help
young people live happy and stable lives. This is particularly disturbing in light of increased

The "Effective" Eighties : c. 1984
student violence which has taken place in the nation recently.]

203

Stephen Broady of Tarkio, Missouri presented testimony in 1984 at the U.S. DEpartment
of Education's Region VII hearing on "Notice of Proposed Rulemaking to further implement
Section 439 of the General Education Provisions Act, 34 CFR, Parts 75, 76, and 98, 20 U.S.C.A.
Section 2132(h) 20 U.S.C. 1231 e-3 (a) (1), 1232h {Hatch Amendment)." Broady's statement
exposes the controversial nature of the two leading mastery learning programs — Exemplary
Center for Reading Instruction (ECRI) and Project INSTRUCT — both of which use Skinnerian
operant conditioning and both of which submitted claims of effectiveness which have been
questioned by persons involved in implementing and evaluating the programs. The third pro-
gram, DISTAR (Direct Instruction for Systematic Teaching and Remediation), which is similar
to ECRI, is the highly recommended "scientific, research-based" phonics program so popular
with conservatives in the late 1990s. The following are some excerpts from Stephen Broady's
testimony:

I am a farmer currently engaged in the operation of over one thousand acres of prime farm
ground. I became interested in education after my wife and I observed emotional change
in our daughter while she was attending a rural public school using an "approved" federal
educational project. . . "Project INSTRUCT". . . approved for funding in the amount of $710,000
and for nationwide use by the Joint Dissemination Review Panel on May 14, 1975 (JDRP
#75-37).

Although Project INSTRUCT is only one of over 300 "approved" educational projects,
Project INSTRUCT and the educational project upon which it is based, the Exemplary Cen-
ter for Reading Instruction (ECRI) , are the most widely used mastery learning educational
projects in the United States.

...These mastery learning systems use a type of psychological manipulation based on
the Skinnerian ideology of rewards and punishments, and individual feelings are irrelevant....
More commonly referred to as "behavior modification," the Skinnerian ideology which is
used in the teaching techniques of these mastery learning systems, breaks down the process
of learning into small bits of information and actually codes a type of behavior that is desired
into the learning process itself.

The real objective of these mastery learning systems with their behavior modification,
is a deliberate attempt to make children conform to an artificial environment which is more
suited to the thinking of the school than to the needs of the children.

These federally funded mastery learning systems require the use on young children of
a highly structured curriculum, test and re-test with the use of criterion tests, stopwatches,
direct eye contact, physical contact, and psychological manipulation until the so-called
"mastery" of the subject is achieved. These ideas and practices form a complex philosophy
in which the "authoritarian" concept predominates.

In the early part of 1983, I obtained the evaluation report of Project INSTRUCT from
the superintendent's office of the Lincoln Public Schools. At that time I was unaware the
so-called behavior modification based on Skinner's rewards and punishments was used on
my daughter.

The evaluation results clearly referred to behavioral objectives which were. . . established
for: (a) students; (b) parents; (c) administrators; (d) media specialists; (e) project staff; (f)
teachers; (g) paraprofessionals and volunteers, and (h) prospective teachers.

The wholesale use of behavior modification is part of Skinnerian psychology. As it was
outlined in the evaluation, Project INSTRUCT includes rewards and punishments, not only

204

for school children, but for anyone who comes in contact with the school system itself.

The Evaluation of Project INSTRUCT, Executive Summary, written by Carl Spencer,
project director for Lincoln Public Schools, also explains that:

Project INSTRUCT grew from beliefs that to reduce reading failure reading programs
must (1) be diagnostic and prescriptive so that failure does not begin to occur, (2) be im-
plemented by regular teachers in regular classrooms, (3) provide direct rather than indirect
teaching, (4) correlate instruction in all language skills, particularly reading, spelling and
handwriting....

The intent and emphasis in 1970 was on behavioral indices and concrete ways of showing
accountability; and the data would suggest that the reading of the students themselves may
not have increased, but the impact of Project INSTRUCT in the Lincoln, Nebraska Publish
Schools seems to be very extensive and influential.

[Ed. Note: Project INSTRUCT accomplished its major objective — it developed and installed
a less than successful reading program in Lincoln, Nebraska using a model which could be
transported to other districts. It also had considerable impact upon the district as a whole,
on schools outside of Lincoln and even on the Nebraska State Department of Education. In
assessing this impact as a whole, Dr. Ronald Brandt, assistant superintendent for instruction,
has said of this project, "Project INSTRUCT made a lasting contribution to instruction in the
Lincoln Schools by helping us improve our planning capabilities and by furthering the concepts
of focused instruction and mastery learning."

It should be noted that Dr. Ronald Brandt went on to become the executive editor of the
Association for Supervision and Curriculum Development's (ASCD) publication Educational
Leadership. ASCD could be considered the most influential education organization in the
world, outside of UNESCO.]

David W. Hornbeck, chairman of the board of trustees of the Carnegie FouNDAtion

for the Advancement of Teaching and Maryland's state school superintendent, oversaw the
implementation of Project BASIC in 1984. Project BASIC was based on the very controversial
Management by Objectives (MBO/PPBS) that is thoroughly discussed in this book.

One of the more controversial graduation requirements in Project BASIC was "the worthy
use of leisure time," which was later given the more acceptable and politically correct label of
"arts and recreation" — another semantic deception at work. However, Hornbeck's penultimate
controversial recommendation — one which would reverberate from coast to coast, resulting
in heated debate at local school board meetings — was his recommendation to the Maryland
State Board of Education that community service become a mandatory graduation requirement.
Many objections were raised on the grounds that that recommendation constituted involuntary
servitude, thus making it unconstitutional.

[Ed. Note: In this writer's opinion, David Hornbeck is a soft-hearted, highly paid "should-have-
been" Presbyterian minister do-gooder who approaches his job with missionary fervor rooted
in theologian Reinhold Niebuhr's idea that a good Christian must strive to correct any unjust
status quo. However, his mission seems to be to help implement a socialist world government,
increasingly referred to as "The New World Disorder, " as was the goal of the do-gooder Federal
Council of Churches in 1942, working toward all being equally poor, miserable and illiterate.

The "Effective" Eighties : c. 1984

205

Should the elitist power brokers, for whatever reason, feel they need the expertise of the
Hornbecks of this world, please spare those least able to protect themselves — the minorities
and disadvantaged — from the change agents' experimentation.]

An article entitled "Industrial Policy Urged for GOP" was published in The Washington
Post on May 14, 1984. Excerpts follow:

SAN FRANCISCO (UPI) — A conservative study group founded by supporters of President
Reagan is about to issue a report that advocates Republicans shed some of their deep-rooted
antipathy to a planned economy

An industrial policy accepted by both political parties and by business and labor is
essential to revitalize America's dwindling clout in the world economy, according to the
study's editor, Professor Chalmers Johnson of the University of California.

"The Industrial Policy Debate" is to be issued today by the Institute for Contemporary
Studies, a think-tank founded by presidential counselor Edwin Meese, Secretary of Defense
Caspar Weinberger and other Reagan supporters.

"What we are really trying to pose is a serious debate that has become stupidly politi-
cized by both parties," Johnson said. "We are trying to get the question of an industrial policy
for the United States to be taken seriously by people who don't really believe in it — above
all Republicans.

"Americans must come to grips with economic policy or go the way of England. We
have probably got a decade before it becomes irreversible. "

In the United States, he said, "The whole topic we are trying to address is so caught
up with politics and the particular positions of industries that it is very hard to disentangle
what we mean by economic policy. "

While the Democrats are "planning to throw money at the northern Midwest 'rust'
belt" to get votes, Johnson said many Republicans "are painting themselves into a corner by
attacking the very concept of industrial policy — arguing that it violates the sacred principles
of private enterprise and free trade. "

He cited as a valid and successful national economic policy "the kind of government-
business relationship" that has made Japan a leading economic force in the world. "A gov-
ernment-business relationship is needed in a competitive capitalist economy," he said.

"Reaganomics without an accompanying industrial policy to guide it, has been costly,"
Johnson said.

U.S. Department of Education Press Release for June 14, 1984 follows:

Secretary of Education T.H. Bell today announced planned missions and geographic regions for
a nationwide network of educational research laboratories and centers in preparation for the
largest discretionary grant competition ever conducted by the U.S. Department of Education.
Centers will be selected to construct research on improving: writing; learning; teacher quality
and effectiveness; teacher education; testing, evaluation and standards; effective elementary
schools; effective secondary schools; education and employment; postsecondary education
management and governance; postsecondary teaching and learning; and state and local policy
development and leadership in education. For the first time in almost two decades, all parts
of the United States will receive full services from the research laboratories.

206

[Ed. Note: All of the above increase in federal control came from an office (NIE) in the U.S. De-
partment of Education which President Reagan had promised to abolish. Note the emphasis on
funding for OBE/ "effective schools," which use Skinnerian operant conditioning methods.]

In 1984 Jacqueline Lawrence gave testimony before the Subcommittee on EDUCAtion, Arts
and Humanities of the Senate Committee on Labor and Human Resources which held hear-
ings on Senate Joint Resolution 138, a bill establishing a commission on teacher education.
Excerpts from Mrs. Lawrence's testimony follow:

My name is Jacqueline Lawrence. I am a parent from Montgomery County, Maryland....

Prior to the 1960s, American public schools placed major emphasis on the intellectual
development of our children, on their mastery of basic skills such as reading, writing and
mathematics. Competency in physics, biology, chemistry, and chronological factual history
was required. Cognitive learning and scholarly objectivity were stressed as the basic approach
to education at all levels. As a result, our nation produced a large, well-educated middle
class— our greatest strength.

[Ed. Note: Mrs. Lawrence's comments regarding the "major emphasis on intellectual devel-
opment prior to the 1960s" remind the writer of a scholarly ancient history textbook used in
a high school history course at the Rockland, Maine District High School as late as the early
1970s. (It took awhile for the change agents to penetrate a fishing community on the coast of
Maine!) The textbook written by Professor James Breasted, an Egyptologist and Semitic scholar,
is a fascinating and extremely well written history of Ancient Greece, Egypt, etc., with few
black and white photographs, quizzes at the end of each chapter, and text written for college
level students. That was only 25 years ago! It would be virtually impossible to find a textbook
of that scholarly level in public high schools or in most colleges today. This writer has noth-
ing but a feeling of tremendous sadness pondering the vapid education landscape Americans
seem so willing to accept for their offspring. It is my constant hope that American apathy in
this regard is due to their not knowing what has happened, and that once they know, they
will — all of them — collectively and individually attempt to reverse this situation.]

Mrs. Lawrence continued:

It is public knowledge that since the 1960s academic standards have declined. Why?
Quite simply, over the past 20 years our schools have not placed emphasis on academic
achievement. There has instead been a shift toward psychological development and social
adjustment of students in the affective domain, that is, their feelings, attitudes, and opin-
ions.

The shift began in 1965 with the passage of the Elementary and Secondary Education
Act (ESEA).... Since 1965, billions of federal dollars have been allocated to educational the-
orists and curriculum developers to alter the course of public education. The blueprint for
the process of educational reform may be found in a series of guides known as Pacesetters
in Innovation.... From this has come a nationwide information network of ERIC clearing-
houses (Educational Resource Information Centers) and the National Diffusion Network of
laboratories for the dissemination of federally funded classroom materials and curriculum.

With the new programs came a retraining of the teachers. A prime example: in 1969
the Office of Education began financing model teacher education programs known as the Be-
havioral Science Teacher Education Program (BSTEP-OE 5803) to introduce to the classroom

The "Effective" Eighties : c. 1984

207

methods employed by the behavioral scientists, the sociometrist, and the psychiatrist.

Such methods are the most coercive and manipulative known to man today. They were
originally developed and used for treating mentally disturbed in mental institutions and the
criminally insane in prisons. The techniques are role-playing, psychodrama, sociodrama,
simulation games, guided fantasy, diary-keeping, situation attitude scale tests, encounter
groups, magic circle, and behavior modification such as isolation, time-out boxes and cof-
fins, as well as operant conditioning. These are techniques to influence by clinical, hospital
procedures the thinking processes of children in a compulsory classroom setting.

In addition to training teachers, a special cadre of sensitive manipulators, known as
change agents, were trained to facilitate the process of change and to identify forces which
resisted change.

The change agent serves as a catalyst for teacher and citizen awareness and attempts
to gain support for educational change.

Dr. John Goodlad's Report to the President's Commission on School Finance, Issue #9,
"Strategies for Change," dated October 1971, explains that the change agent is the decision-
maker. He decides which changes a school will make. The report states that five to fifteen
percent of the people in a given community are open to change. They are the Early Majority
and can be counted on to be supportive. A second group, 60 to 90 percent, are the Resist-
ers; they need special attention and careful strategies. Also there are Leaders, formal and
informal, and their support is critical for effecting change.

In a diagram from the report... you will note that the change agent creates the Early
Majority and influences the Leaders, and then gets both of these groups to act in concert
with him to level a triple attack on the Resisters.

Goodlad's report to the President expressed concern about the willingness of the people
to change: "People cannot be forced to change until they are psychologically ready"...

...Even if we assume for the sake of argument that change agents are gifted with in-
finite knowledge and wisdom, their methods are in conflict with the political principles of
democracy. Their changes in curriculum and methods and goals of education have not come
as a result of democratic discussion and decision.

In this vein, it is interesting to note that the Maryland State Teachers Association has
lobbied against proposed state legislation for parental access to classroom materials because
teachers "would be ineffective as change agents."...

...Moreover, education is now termed psycho-social, psycho-medical, humanistic, af-
fective and/or diagnostic and prescriptive. Educators diagnose the child's emotional, intel-
lectual, perceptual and conceptual development levels. Dr. Benjamin Bloom explains that
what educators are classifying is the intended behavior of students, or as he puts it, "the
ways in which individuals are to act, think, or feel as a result of participating in some unit
of instruction."

In order to bring about desired attitudinal changes in students, teachers must first know
where a child is in his or her attitudes and opinions. Various tactics and techniques are used
in classrooms to make a child reveal himself to his teacher and peers. The examples I use
below are nationally used and have received federal funding:

• Magic circle, talk-in, contact or group discussions: The teacher gathers the children
into a circle where they are encouraged to discuss personal feelings about one another,
their parents, and home life. Family size, advantages, disadvantages, comparison of
toys, vacations, and clothing may be discussed. Family conflicts, worries and fears
are often revealed.

• Inside-Out: A nationally-used elementary social studies program encourages students
to discuss their feelings before, during and after their parents' divorce; their personal

208

reactions to the death of a friend, pet or relative; what your friends think of you;
what adults think of you and what you think of yourself.
• Logbooks: These are workbooks used in conjunction with many language arts
textbooks. They are vehicles for children to reveal their reactions to short stories,
often dealing with emotions and moral dilemmas. There are no right answers, only
personal responses. Sometimes the logbooks guide the child into a response. For
instance:

Even if your family is a happy one, you're bound to feel sad... or even lonely.
When might a person be lonely even if he is part of a family? Loneliness is listen-
ing to your parents arguing. Loneliness is when you come home and there's no
one there. Loneliness is....

Perhaps the most frequently used strategies for self-revelation are the diary and role-playing.
These techniques were introduced into American public schools by an Estonian teacher,
Hilda Taba, and a Romanian psychiatrist, Jacob Moreno.

[Ed. Note: In 1957 a California State Senate Investigative Committee exposed the work of Hilda
Taba, Jacob Moreno and others. In spite of this exposure, these people continued to receive tax
dollars and access to schools nationwide. Hilda Taba's program has remained in use by key
change agents from 1960 to 1999. Bruce Joyce and Marsha Weil's Models of Teaching mentions
her work as well as that of many other sociologists, behavioral psychologists, etc. As a school
board director in 1976, the writer found materials related to the above-described programs
and many others described by Mrs. Lawrence in a box given to her by a home economics
teacher. Needless to say, the writer was shocked to find that behavior modification was being
introduced into the curriculum under the innocent-sounding "home economics" label.]

The U.S. Office of Education gave grants to Taba to develop an elementary social studies
program to improve the social adjustment and personality development of children. She had
worked in reform schools and mental institutions with Moreno and found that role-playing
and diaries were successful tools to learn where a child stood in his beliefs, attitudes, and
social interactions.

The diary has been used for years in Russia and China for self-revelation, self-eval-
uation, and self-criticism. More recently the personal diary was found in Guyana throughout
the Jim Jones compound.

Montgomery County, Maryland, requires its students to keep a diary from kindergarten
through grade nine. Diaries are an important psychological instrument. They provide a precise
record and personality profile of the child, his family members, neighbors and peers — in-
formation needed by the teacher or therapist to alter a student's behavior or attitude. It is
important that the writing be free-style and spontaneous, coming directly from the emotional
feeling area of the child. Diaries are not corrected for form, grammar or spelling....

A teacher manual for values education suggests 15 kinds of diaries for use in the class-
room; some examples are a budget diary, religion diary, hostility and anger diary, low points
diary, affectionate and tender feelings diary, and a time diary. . . .

In the psycho-social approach to education, the child is taught concepts through the
use of psychotherapy. For example, to better understand the social problem of prejudice and
to teach children through experiential learning, blond children in a fifth grade (age 10) were
asked to sit in the back of the room for one week, totally isolated, not permitted to participate
in the classwork. For a one-and-a-half hour period each day, brown-haired students were
instructed to pick on, insult, make fun of or taunt the blonds. Needless to say, taunting

The "Effective" Eighties : c. 1984

209

spilled over onto the playground with some of the blonds being told, "You can't play with
us." At the end of the week, blonds were given candy bars as a reward for their suffering,
but the browns, who in bullying were obeying the teacher's instructions, were given noth-
ing. How does a child react to being punished or deprived for carrying out his assignment?
How much learning went on in that classroom for five days? Some children enjoyed taunting
and bullying. Was the week spent on such "experiential learning" quality time? What about
the seven and one-half hours spent in taunting? Would this time have been better spent on
academic learning?...

Educators use the even more volatile psycho-drama for attitudinal change. One example
is the concept that we must prune away defective persons in order to improve the quality
of life for the remainder of the group. This drama involves murder. Many variations are
found. I first came across this psychodrama theme in a federally funded home economics
curriculum guide... containing the exercise "Whom Will You Choose?" It goes as follows:
11 people are in a bomb shelter with provisions sufficient to last 11 persons two weeks or
six persons a month. The group is told that five persons must be killed. They are instructed
to accept the situation as fact, that is, to concern themselves with life/death choices, not
with attacking the logic or probability of the situation. A profile is given of each person in
the shelter. Problem people, such as the athlete who eats too much, the religious type with
"hang-ups," the pregnant or ill are generally killed. Survivors tend to be those trained in
medicine, engineers, and pacifiers.

[Ed. Note: Jacqueline and Malcolm Lawrence had just returned from their Foreign Service
assignment in Europe and were appalled to encounter what had happened to American edu-
cation in their absence. The Lawrences organized "Parents Who Care" and began to confront
the school district with what they had discovered. Due to the broad publicity generated by
the group's assertions and activities, Edward Hunter, former intelligence service operative and
author of two books on his coined word "brainwashing" as practiced pre- and post- World War
ll 13 — Brainwashing and Brainwashing in Red China: The Men Who Defied It— approached the
Lawrences with a request to examine the curriculum materials about which they had become
concerned. Hunter took the materials for a period of time and upon returning them, informed
Jackie and Malcolm that they were indeed examples of methods and techniques used in Russian
and Chinese brainwashing. (The Maryland State School Board also made a statement regarding
the fact that Maryland's teachers were not trained to use "psychoanalytical techniques in the
classroom.") The psycho-social technique for confronting prejudice (isolation of the blonds)
should be especially disturbing in light of increased concern over schoolyard taunting and
increased school violence at the close of this century.]

"E.C.S. at 20: The Compact's Potential Is Still to Be Realized" by Thomas Toch was an

article from Education Week (October 24, 1984) which covered the early history of the Educa-
tion Commission of the States. The excerpts warrant repeating:

"Some degree of order needs to be brought out of this chaos," wrote James B. Conant,
the President of Harvard University, in 1964 in reference to education policymaking in this
nation. "We cannot have a national educational policy," he added in his book Shaping
Educational Policy, "but we might be able to evolve a nationwide policy." The solution,
Mr. Conant concluded, was a "new venture in cooperative federalism," a compact among
the states to create an organization to focus national attention on the pressing education
issues of the day. The following spring, the Carnegie Corporation and the Ford Foundation

210

awarded a grant to Terry Sanford, who had recently left the governorship of North Carolina,
to transform the Conant idea into reality. John W. Gardner was Carnegie's president at the
time. A preliminary draft of the compact was completed by July and endorsed by represen-
tatives from all 50 states and the territories in September. Within five months, 10 states had
ratified the agreement, giving it legal status. Out of the compact was born the Education
Commission of the States (ECS)....

"We invented a little device to get the compact approved quickly," Mr. Sanford, now
the president of Duke University, said recently. "We didn't need money from the legisla-
tures, we had plenty of foundation funding, so we agreed that the governors could ratify it
by executive order."...

But since the establishment under Governor James B. Hunt [also of North Carolina] of
the Commission's Task Force on Education for Economic Growth two years ago, ECS's role
has begun to change. The task force's report Action for Excellence joined A Nation at Risk
and the Carnegie Foundation for the Advancement of Teaching's High School as principal
voices in the chorus of reform. It gained Gov. Hunt and several other "education governors"
who were linked to ECS wide national publicity, and, in making a series of specific reform
recommendations, thrust ECS into the policy-making arena.

[Ed. Note: The multi-million dollar contract to operate the National Assessment of Educational
Progress, awarded to the ECS in 1969, was transferred to Educational Testing Service (ETS) in
1983. This move was significant due to Carnegie's deep involvement in establishing, funding,
and directing ECS's and ETS's activities. Essentially, this move gave Carnegie Corporation and
Carnegie Foundation for the Advancement of Teaching extensive control over the direction and
content of American education as a whole and individual state policy making in paticular with
regard to education. Dennis Cuddy, Ph.D. — rightly, it seems — refers to the U.S. Department of
Education as the "Carnegie Department of Education."]

The presidentially appointed National Council for Educational Research (NCER) issued
two "Policies on Missions for Educational Research and Development Centers," dated June
14 and October 25, 1984, shortly after regional hearings had been held regarding the need for
regulations to implement the Protection of Pupil Rights Amendment (PPRA) . The following
are excerpts from NCER's two policy statements:

JUNE 14, 1984. In the past two decades, federally funded research and curriculum projects
have frequently provoked considerable controversy. This is primarily a result of deeply di-
vergent philosophical views on the nature and purpose of public education in this country.
During this period, the views of the general public were, for the most part, excluded from
serious consideration as educational research came to be viewed as the observation and
measurement of the education process using the largely quantitative techniques of modern
social science [Skinnerian behaviorism] .

OCTOBER 25, 1984. Insofar as it represents a broad spectrum of interests, including parents
who have a serious stake in the outcomes of federally funded educational research, the
Council affirms that the fundamental philosophical foundation for such research should be
the unambiguous recognition and respect for the dignity and value of each human person.

For the past fifteen years the U.S. Department of Education has ignored the testimony

The "Effective" Eighties : c. 1984

211

taken at the regional hearings, the views spelled out in the above-mentioned policies, as well
as the requirements of the PPRA. The two policy statements represent a strong position taken
by the National Council, which oversaw the research activities of the former National Institute
of Education prior to its being incorporated into the Office of Educational Research and Im-
provement (OERI) . The Council had quite obviously read the important testimony regarding
Skinnerian mastery learning/direct instruction which was given at the regional hearings on the
PPRA. The Council took a stand on the most important question facing us today in education:
Are we, as free Americans, going to continue to accept the succinctly expressed definition of
educational research included in the last sentence of the June 14 policy, a definition which
is undeniably behaviorist and part of the behavioral psychologists' vocabulary — "observa-
tion and measurement of the educational process using the largely quantitative techniques of
modern social science"? Or do we agree with the Council that the fundamental philosophical
foundation for such research should be the "unambiguous recognition and respect for the
dignity and value of each human person"?

[Ed. Note: As a complete counterpoint to the strong policy position taken by the council, the
following information should be carefully considered. Professor Robert Glaser, professor of
psychology and education and co-director of the Learning Research and Development Center
of the University of Pittsburgh, was for all intents and purposes put in charge of the Com-
mission on Reading in 1983. It was Glaser who appointed members to the Commission on
Reading, thereby wielding considerable influence on the recommendations resulting from that
Commission's report, Becoming a Nation of Readers, for which Glaser wrote the foreward and
which was published under the auspices of the National Academy of Education's Commission
on Education and Public Policy with sponsorship from the National Institute of Education. That
report was probably the most important study which set the stage for the Reading Excellence
Act of 1998 (REA), setting in motion numerous activities which resulted in a determination
that only proposals which were based on "scientific research" would be accepted for funding
under the REA. In the foreward to Becoming a Nation of Readers, Glaser said:

In teaching, as in other professions, well-researched methods and tools are essential. This
report makes clear the key role of teachers' professional knowledge. Research on instructional
pacing and grouping and on adaptation to children's accomplishments has contributed to
new ideas that can help all children master the basics and then attain levels of literacy far
beyond the basic competencies. The reading teacher's repertoire must draw upon the deep-
ening knowledge of child development, of the nature of the art and elegance of children's
literature, and of the psychology of learning.. . . The report indicates why changes in teacher
training, internship experiences, continuing, and sabbatical periods are necessary if teachers
are to learn and refine their skills for their complex task.

Professor Glaser's credentials are uniquely important, placing him in a position of promi-
nence regarding what method of instruction will be used in American classrooms — one based
on the worldview that man is a human being, created in the image of God, with conscience,
soul, intellect, creativity, free will, or one based on the new psychology of learning ("scientific,"
evolutionist, "research-based") — the worldview that man is an animal whose behavior can be
manipulated by creating the necessary environment to bring about predictable, predetermined,
neurologically conditioned responses. (The reader should refer to Appendix III, "Excerpts from
Programmed Learning: Evolving Principles and Industrial Applications," which is a report of

212

a 1960 seminar of businessmen and social scientists to discuss programmed learning and its
application to business, at which professors B.F. Skinner, Arthur A. Lumsdaine and Robert
Glaser were the speakers and discussion leaders. Robert Glaser was also a research advisor to
the American Institute for Research at that time. Several pages of this report of the seminar
are devoted to Glaser's "Principles of Programming.")

According to the following quote from an official Mission, Texas, school memorandum
to concerned parents, Exemplary Center for Reading Instruction (ECRI), the fraternal twin of
DISTAR (Direct Instruction for Systematic Teaching and Remediation), led the pack as far as
Robert Glaser's National Commission on Reading was concerned:

In 1986 ECRI was evaluated as playing a primary role in the United States becoming a nation
of readers. The Regional Laboratory for Educational Improvement (sponsored by the U.S.
Office of Educational and Improvement) published Implementing the Recommendations of
Becoming a Nation of Readers. This document makes a line-by-line comparison of 31 reading
programs, including ECRI. ECRI received the highest score of all 31 programs in meeting the
specific recommendations of the National Commission on Reading.

Siegfried Engelmann's DISTAR (Reading Mastery) and ECRI are both based on the very
sick philosophical world view that considers man nothing but an animal — an "organism" (in
Skinner's words) — responsive to the manipulation of stimulus-response-stimulus immediate
reinforcement or rewards to bring about predetermined, predictable behaviors. Skinner's quote
about making a "pigeon a high achiever by reinforcing it on a proper schedule" is repeated
often in this book to impress on the reader the horrifying aspect of animal training masquer-
ading as education in these programs.

The National Research Council's Preventing Reading Difficulties in Young Children, com-
piled by Catherine E. Snow, M. Susan Burns, and Peg Griffin, Eds. (National Academy Press:
Washington, D.C., 1998) acknowledged G. Reid Lyon, Ph.D., chief of the Learning Disabilities,
Cognitive, and Social Development Branch of the National Institute of Child Health and Hu-
man Development of the National Institutes of Health (U.S. Department of Health and Human
Services) who supports behaviorist reading programs like ECRI and DISTAR (Reading Mastery)
as well as instruction based on so-called "medical and scientific research. " Other individuals
mentioned in Preventing Reading Difficulties who were involved in the promotion of DISTAR
include Edward Kame'enui, Department of Special Education of the University of Oregon and
Marilyn Jager Adams. These two individuals also served on the Committee on the Prevention
of Reading Difficulties in Young Children, and Adams is mentioned in Becoming a Nation of
Readers. (See 1998 Herzer critique of Preventing Reading Difficulties in Young Children.)

What does all of this tell the reader? Perhaps the same thing that is suggested to this
writer: that the Reading Excellence Act will provide the funding and technical assistance to
implement across the nation not just reading programs, but all curricula — including workforce
training — in the mode of DISTAR and ECRI, which are based on "scientific, medical research."
It is difficult to come to any other conclusion.

In light of this information, the Reading Excellence Act of 1998 should be repealed. It is
an unconstitutional curriculum mandate in violation of the General Education Provisions Act
of the Elementary and Secondary Education Act of 1965. Call your congressmen and senators
and ask that they support legislation to repeal this Act.]

The "Effective" Eighties : c. 1984

213

In 1984 Schooling and technology, Vol. 3, Planning for the Future: A CoLLABORAtive

Model, An Interpretive Report on Creative Partnerships in Technology — An Open Forum by
Dustin H. Heuston, World Institute for Computer-Assisted Teaching (WICAT) was published
(Southeastern Regional Council for Educational Improvement: Research Triangle Park, North
Carolina, 1984) under a grant from the U.S. Office of Education, HEW, National Institute of
Education. An excerpt from "Discussion: Developing the Potential of an Amazing Tool" in
Schooling and Technology follows:

We've been absolutely staggered by realizing that the computer has the capability to act as
if it were ten of the top psychologists working with one student.... You've seen the tip of
the iceberg. Won't it be wonderful when the child in the smallest county in the most distant
area or in the most confused urban setting can have the equivalent of the finest school in
the world on that terminal and no one can get between that child and the curriculum? We
have great moments coming in the history of education.

[Ed. Note: The comment regarding the computer's role as a "top psychologist" is as disturbing
as is the idea of "no one getting between the child and the curriculum. " These ideas lay to
rest the publicly stated purpose of the words "parent-school partnerships" which represent a
superb example of semantic deception.]

How to Measure Attitudes by Marlene E. Henderson, Lynn Lyons Morris and Carol Taylor
Fitz-Gibbon, Center for the Study of Evaluation of the University of California, Los Angeles
(Sage Publications: Thousand Oaks, Cal., 1984) was published. Funded by the National Insti-
tute of Education, the table of contents follows:

• An Introduction to the Measurement of Attitudes and Attitude Change

• Selecting from among Alternative Approaches to Collecting Attitude Information

• Self Report and Reports of Others

• Interviews, Surveys and Polls

• Logs, Journals, Diaries and Reports

• Observation Procedures, Sociometric Procedures, Various Names for the Attitude
You Want to Measure

• Reference Books that List, Describe, or Evaluate Existing Measures

• Validity and Reliability of Attitude Instruments

• Validity: Is the Instrument an Appropriate One to Measure? What You Want to
Know

• Names and Addresses of Publishers of Attitude Measures

Teaching as a Moral Craft by Alan Tom was published (Longman, Inc.: White Plains,
N.Y., 1984). Professor Tom's book provides an extremely valuable contribution to literature
on behavioral professional development for teachers and research on "effective teaching."
Excerpts follow:

A.S. Barr... himself, as already noted, increasingly came to believe that his original com-

214

mitment to the behavioral basis of good teaching was naive. While he retained to the very
end his lifelong interest in studying effective teaching, he gradually accepted the view that
effective teaching could not be reduced to specific behaviors or behavioral patterns. In one
of Barr's last papers, he made clear his belief that teaching success did not have a solely
behavioral basis: "Acts are not good or bad, effective or ineffective, appropriate or inappro-
priate in general but in relation to the needs, purposes and conditions that give rise to them"
(Barr, 1958, p. 696). In an unpublished memo, written to identify a research agenda for his
retirement years, Barr (1960) admonished himself to strike out in a new direction: "Can be-
haviors be considered in isolation or out of context? I think not. The tabulation of behaviors
out of context may be misleading. I believe this is important. Study this carefully."...

Performance-Based Teacher Education

A fundamental irony in the history of research on effective teaching is that its half century
of barren results was rewarded in the 1970s by making this research a key component of the
reform movement known as performance-based teacher education (PBTE).... Unfortunately,
we know little more than Barr did fifty years ago about which teaching behaviors consistently
produce student learning. Medley, though sympathetic to PBTE, is quite candid on this topic:
"The proportion of the content of the teacher education curriculum that has been empirically
shown to relate to teacher effectiveness is so small that if all of what is taught to students in
preservice programs was eliminated except what research has been validated there would
be nothing left but a few units in methods of teaching.... After a careful review of relevant
research, Heath and Nielson conclude that the conception, design, and methodology of these
studies preclude their use as an empirical basis for PBTE (1974). The authors go one step
further and summarize other reviews of the connection between teacher characteristics and
student learning; they find that the reviewers of this research generally conclude that "an
educationally significant relationship simply has not been demonstrated."

For What Were They Searching?

The problems associated with the four teacher effectiveness strategies are so severe that the
last part of the chapter addresses the question of whether the teacher effectiveness tradition
can be saved, a question whose answer is unclear.

Is There A One Best Way?

Unlike earlier critics who came largely from outside the teacher effectiveness tradition and
who argued that this tradition was an overly narrow approach to the study of teaching, many
of the current doubters are well-known members of the empirical research establishment.
McKeachie, for example, notes that he no longer believes in the educational relevance of
the principles of learning about which he used to lecture teachers. He now believes that
these principles apply most clearly to the learning of animals in highly controlled artificial
situations, and that meaningful educational learning is both "more robust and more complex"
than the situations to which the classic principles apply. . . .

The main body of this chapter examines four strategies for approaching the study of
teacher effectiveness: discovering the so-called laws of learning; identifying effective teach-
ing behaviors; uncovering aptitude-treatment interactions, and specifying models of effective
instruction such as direct instruction. Careful attention is given to the specific difficulties
experienced by the practitioners of each research strategy. The results from these four be-
haviorally oriented research strategies are at best inconclusive.... The last section of the
chapter examines the question of whether the teaching effectiveness model can be saved.
Here I suggest that the various research strategies involve trade-offs and that these trade-offs
make it difficult to have an instructional theory that is both accurate and applicable to a
wide variety of situations. In addition, those instructional models that attempt to transcend

The "Effective" Eighties : c. 1984

215

the trade-offs between accuracy and [applicability] generally have tended to be composed
of low-level generalizations that lack conceptual sophistication, such as direct instruction,
academic learning time, and mastery learning, (p. 30-45)

Grant application from Far West Laboratory for Educational Research and DEVELopment
to the U.S. Department of Education for "Excellence in Instructional Delivery Systems: Research
and Dissemination of Exemplary Outcome-Based Programs" was approved by T.H. Bell in 1984.
William Spady, director of the Far West Laboratory, carried out this project — which came to
be known as the infamous "Utah Grant." The following cover letter from Utah Superintendent
of Public Instruction Leland Burningham to Secretary of Education T.H. Bell, dated July 27,
1984, is reproduced in its entirety:

Dear Secretary Bell:

I am forwarding this letter to accompany the proposal which you recommended Bill
Spady and I prepare in connection with Outcome-Based Education.

This proposal centers around the detailed process by which we will work together to
implement Outcome-Based Education using research verified programs. This will make it
possible to put outcome-based education in place, not only in Utah but in all schools of the
nation. For those who desire, we will stand ready for regional and national dissemination of
the Outcome-Based Education program.

We are beginning to see positive, preliminary results from some of the isolated schools
in Utah which have implemented Outcome-Based Education. These positive indicators are
really exciting!

We sincerely urge your support for funding the proposal as presented.

Warmest regards,

G. Leland Burningham
State Superintendent of
Public Instruction

Attached to the grant application was Spady's "Summary of Professional Experience"
which included "Senior Research Consultant to the Washington, D.C. schools" during 1977-
1978 — the same time the D.C. schools implemented mastery learning.

In a Washington Post article dated August 1, 1977, entitled "Competency Tests Set in 26
Schools," Thomas Sticht — who was later named to U.S. Secretary of Labor Elizabeth Dole's
Secretary's Commission on Achieving Necessary Skills (SCANS) — was also mentioned as an
associate director at the National Institute of Education (NIE) at the time mastery learning
was implemented in the D.C. schools. The Post article quoted Sticht extensively, verifying that
he and Spady were both deeply involved in the implementation of the new mastery learning
curriculum. Later, in 1987, The Washington Post again paraphrased Sticht as follows:

Many companies have moved operations to places with cheap, relatively poorly educated
labor. What may be crucial, they say, is the dependability of a labor force and how well it
can be managed and trained, not its general educational level, although a small cadre of
highly educated creative people is essential to innovation and growth. Ending discrimina-

216

tion and changing values are probably more important than reading in moving low income
families into the middle class.

[Ed. Note: What an extraordinary comment from someone supposedly involved in helping
inner city students learn the basic skills! Nine years later, in an article in the March 5, 1996
issue of the Washington Times, the extent of academic damage caused by the Mastery Learn-
ing programs initiated by Spady and Sticht in 1977 was revealed:

In the verbal portion of the 1995 Scholastic Achievement Test (SAT) D.C. public school stu-
dents scored 342 out of a possible 800—86 points below the national average. On the math
portion of the SAT, District public school students scored 375 out of a possible 800 — 107
points below the national average.

In 1999 the Washington, D.C. schools are using the same mastery learning/direct instruc-
tion method which caused the problem to solve the problem! In addition, the same Washington
Times article stated that present Secretary of Education Richard Riley's home state of South
Carolina, which probably has been more deeply involved in Effective Schools Research than
any other state with the notable exception of Mississippi, had the next lowest scores.]

Important: The "Excellence in Instructional Delivery Systems" grant (the "Utah Grant")
evaluation report, entitled Models of Instructional Organization: A Casebook on Mastery Learn-
ing and Outcomes-Based Education and compiled by project director Robert Burns (Far West
Laboratory for Educational Research and Development: San Francisco, April 1987), stated in
its "Conclusion" that:

The four models of instructional organization outlined in this casebook are difficult programs
to implement. The practices of the ten schools described in the case studies are indeed com-
mendable. Yet we do not offer these ten case studies as "exemplary schools" deserving of
emulation. Rather, they describe educators who have attempted to go beyond current cur-
ricular, instructional or organizational arrangements found in the majority of schools today.
They have accepted the challenge of translating a difficult set of ideas into actual practice.
And while they may not have always been completely successful, their experiences have
provided us with ideas about how to begin moving closer to the ideal of successful learning
for all students.

[Ed. Note: The above wording is similar to wording in the evaluation of Project INSTRUCT,
another model mastery learning program (1975) . Neither mastery learning project had positive
"academic" results. One can only conclude that academic achievement was not the intent.
The documented results were changes in "curricular, instructional and organizational arrange-
ments" in the schools involved so that they could become performance-based, necessary for
school-to-work training.

Lack of positive results indicated in the evaluation of the mastery learning/outcome-
based education experiments in schools — including the much-touted Johnson City, New York's
Outcomes-Driven Developmental Model — did not deter the educators/sociologists from imple-
menting outcome-based education/mastery learning in "all schools of the nation."

In assembling this research on mastery learning/outcome-based education/direct instruc-
tion programs and their evaluations, it appears that academic achievement has not been the
desired object or the result of the use of these "What Works" methods and curricular thrusts.

The "Effective" Eighties : c. 1984

217

There are no longitudinal studies or long-term results indicating that the newly trumpeted "sci-
entific, research-based" criteria for program development is valid criteria. The lack of evidence
should serve as a clear warning to parents and good educators to steer clear of any programs
or program development based on any of the above-mentioned models, or on the Skinnerian
method called for by Effective Schools Research. (See Appendix XXVI.)]

David Hornbeck, superintendent of Maryland's public schools, in testimony BEfore the
Maryland State Board of Education in 1984 attempted to "mandate community service at
state-approved places." During Hornbeck's testimony he quoted the late Ernest Boyer, then-
president of the Carnegie Foundation for the Advancement of Teaching, as saying, "In the end
the goal of service in the schools is to teach values— to help all students understand that to
be fully human one must serve. "

The July 1984 edition of the Effective School Report carried an article entitled "Effective
Schools for Results" by Dr. Robert E. Corrigan and Dr. George W. Bailey. Excerpts follow:

Over the past thirty years there have been three primary programs related to the de-
sign and implementation of effective schools and successful learning results. Each of these
research efforts focused on different aspects or variables in the following areas: behavioral
change and the application of learning theory to produce successful learning results; the
identification of sociological factors operating in effective schools; teaching strategies to effect
learning, and the combination of these variables and practices in a systematic approach to
achieve learning and management results.... The following professionals and groups have
initiated successful educational programs which can work together as a common system to
deliver predictable success for every learner — the ultimate criterion of an effective school
program: Wilbur Brookover and Ron Edmonds of the Effective Schools Research Movement;
B.F. Skinner, Norman Crowder, Robert and Betty 0. Corrigan, 1950-1984, Mastery Learning
Practices; Madeline Hunter, 1962-1984, Mastery Teaching Practices; R.E. Corringan, B.O.
Corrigan, Ward Corrigan and Roger A. Kaufman, 1960-1984, A Systematic Approach for Ef-
fectiveness (SAFE) for district-wide installation of Effective Schools....

Skinner proposed that it is feasible to deliver predictable learning mastery results when
teachers performed the following programmed actions to design and implement lesson plans
or curricula. These design and teaching steps describe the general process steps of learner-
centered mastery learning instruction.

[Ed. Note: Included in step 3 of the above-mentioned learner-centered mastery learning in-
struction is: "Provide immediate feedback as to the correctness of learner responses, provide
for immediate correction of errors, and control the progress of learning as students proceed in
small steps along the tested learning path to master the learning objectives and criteria with
predictable success."]

The article continues:

The ultimate benefits to be derived through the installation of this mastery of skills delivery
system will be the predictable success of all future graduates to master relevant skills to enter
and succeed in society. Graduation skill standards would be continually evaluated and, where
necessary, will be revised based on new skill requirements established by industrial, civic,

218

and academic leaders either (a) to get and hold jobs, (b) to advance to higher education,
and/or (c) to be self-sufficient following graduation.

[Ed. Note: How much clearer could the Corrigans be in describing the need for Skinnerian mas-
tery learning/direct instruction in order to implement school-to-work? (See Appendix VI.)]

Dr. Theodore Sizer's Coalition of Essential Schools (CES) was founded in 1984. Major
Coalition principles are:

• Focus on helping adolescents to learn to use their minds well....

• Less is more: Each student should master a limited number of essential skills areas
of knowledge....

• School goals should apply to all students....

• Teaching and learning should be personalized; each teacher should have no more
than 80 students....

• Scrap the time-honored feature of the American education system: graduation re-
quirements based on the so-called Carnegie Units, or the "seat time" students spend
in various subject areas....

• Students should be active workers [student-as-worker philosophy]....

• Students should be able to demonstrate mastery of skills and knowledge.

The Coalition of Essential Schools (CES) was established at Brown University. From
twelve "charter" schools in four states, CES by 1993 grew to include more than 130 member
schools in nearly thirty states. Along with the Education Commission of the States, the CES
sponsors Re: Learning, a partnership with participating states to build support for essential
school change at the state and district levels.

Ten years later evaluation studies have found that gains weren't measurable. Even so,
philanthropist Walter H. Annenberg pledged to donate $50 million to the Annenberg Institute
for School Reform, run by Sizer and based at Brown University.

It is important to mention that the majority, if not all, of the major education reform
projects have failed to improve students's academic test scores. Notable examples are: Johnson
City, New York — the Outcomes-Driven Development Model (ODDM) by John Champlin; Wil-
liam Spady's Far West Laboratory Utah Grant, "Excellence in Instructional Delivery Systems:
Research and Dissemination of Exemplary Outcomes-Based Programs"; and Marc Tucker's
National Center on Education and the Economy (NCEE), which moved from Washington,
D.C. to Rochester, New York in 1988 to "help" that city's much-heralded reform movement.
The Rochester Democrat and Chronicle of March 14, 1993 in an article entitled "A City's Dream
Unfulfilled" — after five years of Tucker's "help" — reported the following:

Since Rochester's schools started reform, fewer graduates have received the more stringent
Regents diploma. In 1986-87, 23.1% of graduates had Regents diplomas, and 17.5% grad-
uated with them last year [1993].

John I. Goodlad clearly stated that how a student feels about school is more important

The "Effective" Eighties : c. 1984

219

than test scores in an article entitled "A Cooperative Effort Is Needed: Can Our Schools Get
Better?" (originally published in Phi Delta Kappan, January, 1979 when Dr. Goodlad was dean
of the Graduate School of Education at the University of California, Los Angeles, and re-pub-
lished in Education Digest on November 1, 1984.) Excerpts follow:

It seems to my associates and me that how a student spends time in school and how he
feels about what goes on there is of much greater significance than how he scores on a
standardized achievement test. But I am not sure the American people are ready to put a
criterion such as this ahead of marks and scores. And so it will be difficult for schools to get
better and more difficult for them to appear so....

Adherence to norm-referenced [competitive] standardized test scores as the standard
for judging student, teacher, and school performance has led to a stultifying approach to
accountability.

In a personal letter to Charlotte Iserbyt from Steven M. Hersey, executive Director of the
Maine Association of Christian Schools dated November 17, 1984, 14 Hersey enclosed portions
of a testimony by Kevin Ryan, professor at Boston University, regarding Boston University, the
country of Portugal and the World Bank. Professor Ryan was called to testify for the Maine
State Department of Education in a legal hearing against the Maine Association of Christian
Schools. The following excerpts from Ryan's testimony are important due to the disclosure by
Ryan of his role in the development of a teacher-training faculty system — modeled after that
of the United States — for Portugal immediately after the communist takeover of that country.
One might ask why a communist country like Portugal should choose the American teacher
education curriculum to accomplish its political and philosophical goals. Portions of Ryan's
testimony follow:

A. I [Ryan] am a professor of Education [at Boston University] and I teach graduate
courses and supervise dissertations. But I'm there primarily now to work on a proj-
ect to help a Portuguese Minister of Education develop a teacher-training faculty
system....

Q. ...Could you describe what it is you're doing?

A. Well, the Portuguese nation had a social revolution [communist takeover] in 1974,
and at that time they decided that their educational system was very inadequate, that
it was not democratic, that the mandatory compulsory age of education was only
to the fourth grade, and they mandated a system of education not unlike the United
States in terms of compulsory education up to grade 12 and an elementary through
high school division. The country was very interested in this. They also wanted to
be part of the European Economic Community. But, unfortunately, Portugal was a
poor country, and the World Bank said to them, you will not be admitted into the
European Economic Community until you get in place a modern school system.
And they [the World Bank] have come through with a good deal of financial sup-
port for that.

An important part of that is the development of a teacher training infrastructure.
Now, what that means is that Portugal, which has, as of right now, a very small and
very sort of casual teacher education method, is establishing 12 regional teacher
education institutions at the university level positions; and they looked to the rest
of the world for help on this, and they put out a request for proposals.... Boston

220

University... was chosen... to train the faculties of these 12 new institutions....

Q. Now when the proposal was first made... was it contemplated that Boston University
might do all the training of Portuguese teachers themselves?

A. Yes, I did. My feeling is that in this particular project the stakes are enormously
high. The 120 people who are currently right now being selected for these roles in
these 12 institutions are going to be there for 20 or 30 years; so that the course they
have on teaching or supervision is going to set an intellectual and training agenda
for them for a number of years. They are going to go on and train all these teachers
with what they learned.

Q. And do you have any responsibility with respect to the curriculum that will be used
in the program to develop a teacher training instruction?

A. Well, the Portuguese did a lot of study on their own, and they looked at various
curricula for teacher education.... I think one of the reasons they selected Boston
University was because the curriculum that they wanted taught seems to be one like
an American teacher education curriculum. And we have their indication of what
courses they want, and the sequence. And we — and this happened before I was
there — we went with our course outlines and, in a sense, negotiated with them to a
mutual satisfaction about what the content of what the various courses would be.

Q. Do you belong to any professional associations?

A. I am a member of the American Educational Research Association; I am a member
of Phi Delta Kappa; I am a member of the Network of Educational Excellence; I was
a member of the Master of Arts in Teaching Association — in fact, I was president,
before it — before — I think it's defunct now.

[Ed. Note: Of interest is the fact that Paulo Freire, the well-known radical Brazilian educator
who wrote Pedagogy of the Oppressed, was also a consultant to the government of Portugal
at the time of its revolution. (See August 19, 1986 entry for New York Times article.) As of
1992 Professor Kevin Ryan is reported to be involved in and the director of the Center for the
Advancement of Ethics and Character at Boston University.]

An article entitled "Observing the Birth of the Hatch Amendment Regulations" by

Bert I. Greene and Marvin Pasch was published in the December 1984 issue of Educational
Leadership, monthly journal of the Association for Supervision and Curriculum Development.
Excerpts from the article follow:

However, from the day the Hatch Amendment was passed, the written consent requirement
lay dormant, that is, until 1984. As Charlotte Iserbyt, an education activist and former De-
partment of Education employee, [stated] in a memorandum to her conservative allies dated
10 January 1984:

The only tool available to us to protect our children in the government schools is a federal
law, the Hatch Protection of Pupil Rights Amendment, passed unanimously by the U.S.
Senate in 1978, for which the Office of Education promised regulations in early 1979.... I
know that many of you, for good reason, feel that the Hatch Amendment has been use-
less. Of course it has been useless. Any statute which has no mechanism for enforcement
is nothing more than a scrap of paper....

Iserbyt then turned her attention to the reason why regulations have not been promul-
gated:

The "Effective" Eighties : c. 1985

221

Although excellent regulations were drafted in 1982 by conservatives in the Office of the
General Counsel (who have been subsequently fired by Secretary Bell), they have not seen
the light of day since Bell doesn't like them and he also does not want to offend his educa-
tionist friends by signing off on regulations that will disturb their modus operandi — their
persistent efforts to change the values, attitudes and beliefs of students to conform with
those necessary to bring about a socialist/humanist one world government.

As Iserbyt clearly saw, it is through regulations that responsibilities become clarified,
procedures for grievance and redress established, and penalties for non-compliance stated.
Therefore, the importance of regulations cannot be overstated.... Interestingly, Iserbyt had
notification of the proposed regulations prior to 10 January as evidenced by an Urgent Alert
she sent to her "Education Group Leader Activists." Her guidance... included suggestions
related to the scope of the soon-to-be published regulations. She argued:

It was the intent of Congress to cover all the mindbending techniques and materials used
in our children's classrooms, in special education and guidance, not just the narrow and
difficult to define areas of psychological and psychiatric testing or treatment.

She provided a set of quotable commentaries for her contacts as they prepared oral or
written testimony....

Some people who testified argued that the techniques being used in our schools can
be likened to those used in Russia, Red China, and Nazi Germany....

A potentially major educational change has occurred, and the education profession
failed to block it.

[Ed. Note: Anyone following or involved with the Anita Hoge/ Pennsylvania case will tell you
that the U.S. Department of Education — under Secretaries of Education William Bennett and
Lamar Alexander— pulled out all the stops, at every level, to thwart Hoge's efforts and those
of other parents who tried to use this law. Such an assault on those who paid the bills — and
provided the children ("resources") upon whom they experiment even today — was, and is,
criminal.]

1985

On March 6, 1985 Education Week published an article entitled "Half of Cmcago Students
Drop Out, Study Finds: Problem Called Enormous Human Tragedy." (Return to 1968 Learning
and Instruction entry for details of the Chicago Mastery Learning debacle.)

Effective Schools Development in Education Act was introduced into Congress on March
8, 1985. An excerpt from the Extension of Remarks in the House of Representatives by Hon.
Augustus F. Hawkins of California follows:

Mr. Hawkins: Mr. Speaker, there are public schools in this Nation which evidence continuous
improvement and growth in the academic achievement levels of their students, for each day
that these students are in the school.... Where are these public schools? They are in Jackson,
MS; Spencerport, NY; Los Angeles, CA; New York City; Glendale, AZ; Richmond, VA; Pitts-
burgh, PA; Hartford, CT; Portland.OR; and many other cities throughout the Nation.

What they have in common is a determination to improve pupil performance, pupil

222

behavior, and the effectiveness of teaching and learning in their schools. They are adherents
and advocates of the late Professor Ron Edmonds's — of Michigan State University and Har-
vard University — effective school principles, which emphasize the belief that while public
schools realistically can't control what happens in their surrounding communities, public
schools can control what happens within their "four walls."

[Ed. Note: This particular legislation, which originally called for a whopping $230 million
over a three-year period, did not pass. However, similar effective schools legislation, H.R. 747,
passed and provided $4.5 million over a three-year period during William Bennett's tenure as
U.S. Secretary of Education.

The above schools— especially Jackson, Mississippi, the home of the Effective School
Report and one of the first inner city schools used as an effective schools (ML/DI) research
experiment — which have been using mastery learning for a long period of time would provide
an excellent list for Congress to use in an investigation of inner cities' norm-referenced test
scores!]

The Dallas Morning News of March 23, 1985 ran an article entitled "Teachers' Group
to Develop New Curriculum" by Karel Holloway of Boston. An excerpt follows:

The National Education Association is beginning an 18-month program to develop a new
school curriculum designed to assure that students master basic skills, NEA President Mary
Futrell announced Friday. "The association first will survey scholars to determine what they
believe constitutes 'mastery' in reading, writing, mathematics and social studies. Using cri-
teria from the scholars and the findings of current education research studies, the association
will develop experimental strategies to teach the mastery skills at five schools that will be
selected from throughout the nation. The results of the programs tried at the five schools
will determine the shape of the new curriculum," Mrs. Futrell said in a speech to the Edu-
cation Writers Association. That curriculum then will be tested for three years at 24 schools
nationwide.... The Mastery In Learning Project will be funded by $600,000 from the NEA
and donations from other foundations. Nine education research institutes will participate
in the project.

Summit Christian Academy of Dallas, Texas included the above article in a promotional
flyer on which it typed the following additional information regarding the use of mastery
learning:

The purpose in sending you this article is to evidence that truly we did create "TOMORROW'S
EDUCATION TODAY" five years ago at a cost of over four million dollars. We employed over
250 dedicated Christian writers and editors to create the LIFEPAC curriculum. Each had an
average of five years classroom teaching experience, and over 75 % held Masters degrees or
higher, and 40 held Doctorate degrees. Truly, there is no finer curriculum in the market place
today. For comparison between our curriculum, A.C.E., A-Beka, Bob Jones and others, please
write to: Summit Christian Academy, 13789 Noel Road, Suite 100, Dallas, Texas 75240.

[Ed. Note: This article proves the extensive use by Christian educators of the same Skinnerian
mastery learning used and recommended by the National Education Association. How can
Christian educators, opposed to the teaching of evolution, support a teaching method based on
Darwin's theory of evolution? Dr. Francis Schaeffer was right on target when he said: "Many of

The "Effective" Eighties : c. 1985

223

our secular schools have consistently taught these presuppositions (evolutionary theory) and
unhappily many of our Christian lower schools and colleges have taught the crucial subjects
no differently than the secular schools. "]

Education Daily of April 5, 1985 published an item entitled "Teachers Influence Students'
Values through Writing Assignments" which stated in part:

Researchers attending the annual meeting of the American Educational Research Association
here said writing can be used to clarify students' values and even alter their views on con-
troversial subjects.

But teachers can also use writing to manipulate a student's viewpoint and attitude on
controversial issues, said a researcher who has studied how writing changes attitudes. "You
can generate attitude change by writing," said John Daly of the University of Texas. Daly
said his research showed that writing an essay about an issue helps students clarify their
own views. But when asked to write an essay arguing a position opposing their values, the
students are lead to change their minds....

...And the greater the effort a student puts into a writing assignment, the greater the
change in attitude, Daly concluded.

Daly's finding disturbed some educators, who said they were concerned that teachers
have the power to alter students' values. "It can be dangerous when we know that educa-
tors have the power to influence kids' minds," said Barbara Mitchell of the University of
Pennsylvania.

The May 1985 Education Update from the Association for Supervision and CuRriculum
Development contained a revealing article "Promising Theories Die Young" about the late
Madeline Hunter, University of California at Los Angeles education professor and the nation's
best known Mastery Teaching teacher trainer. Dr. Hunter was a psychologist who served more
than twenty years as principal of the Experimental Laboratory Elementary School at UCLA.
(John Goodlad also served at UCLA's lab school.) Hunter's views on Instructional Theory Into
Practice (ITIP) and on dialectical thinking follow:

Madeline Hunter, UCLA education professor and research interpreter, told a huge, doting
audience that educational theorists and practitioners "badly need each other" and that it is
high time to tap each other's strengths rather than zap each other's perceived flaws. Hunter
said that she is particularly conscious of this schism because "I'm part of both but not re-
ally one or the other. " Hunter has been a school psychologist, principal, researcher, and, in
ASCD immediate Past President Phil Robinson's words, "one of the most able... teachers of
teachers." Hunter delivered three mandates for the next decade: 1. Unite educational theory
and practice; 2. Recognize, integrate, and use all three kinds of knowledge; and 3. Move
toward dialectical thinking.

Under the article's subtitle, "Three Kinds of Knowledge," Hunter's presentation to the
audience was covered as follows:

When she was a school psychologist, Hunter said, she had an exchange with a teacher who
had rebuked a student for making a silly remark:

224

Hunter: What did the smart-aleck want?
Teacher: Attention.

Hunter: Have you ever heard of Pavlov?

Teacher (amazed) : What do slobbering dogs have to do with it?

In the same Education Update article, under subtitle "Toward Dialectical Thinking,"
Hunter's presentation reported:

Hunter advised educators to move toward dialectical thinking, which means, she said, that
with empathy, you "embrace the most convincing argument... against your own conclusion.
Dialectical thinking will move us from right and wrong to better in this set of circumstances."
Moving into this "thoughtful uncertainty," Hunter said, does not mean obligatory abandon-
ment of one's own position, but she said, the advantage is that "where we take an opposing
point of view and hold it in tension with our own point of view, each builds correction into
the other." Hunter nudged educators to come out of "armed camps... where we're not col-
laborating" so that "I understand why you think it's right for your students to line up while
I think it's better for them to come in casually. " And she concluded, "To respectfully address
another person's point of view is a master, master step. Until we accomplish it in our own
profession... I see very little hope for it in our community, in our cities, in our nation, and
in the world."

The validity of Hunter's claims of success for her ITIP mastery teaching program was
questioned by Robert Slavin of Johns Hopkins University in his paper entitled "The Napa Eval-
uation of Madeline Hunter's ITIP: Lessons Learned," published in Elementary School Journal
(Vol. 87, No. 2: University of Chicago, 1986). Slavin says in part, "Although teachers in the
program changed their behavior and students' engaged rates improved, program effects on
student achievement were minimal."

Robert Slavin followed up on his critique of Hunter's claims of success for her mastery
teaching program with his report funded by the U.S. Department of Education entitled Mas-
tery Learning Reconsidered, published by the Center for Research on Elementary and Middle
Schools, Johns Hopkins University (Report No. 7, January 1987). An excerpt from the abstract
of the report follows:

Several recent reviews and meta-analyses have claimed extraordinarily positive effects of
mastery learning on student achievement, and Bloom (1984a, b) has hypothesized that
mastery-based treatments will soon be able to produce "two-sigma" (i.e., two standard
deviation) increases in achievement. This article examines the literature on achievement
effects of practical applications of group-based mastery learning in elementary and second-
ary schools over periods of at least four weeks, using a review technique, "best evidence
synthesis," which combines features of meta-analytic and traditional narrative reviews. The
review found essentially no evidence to support the effectiveness of group-based mastery
learning on standardized achievement measures. On experimenter-made measures, effects
were generally positive but moderate in magnitude, with little evidence that effects main-
tained over time. These results are discussed in light of the coverage vs. Mastery dilemma
posed by group-based mastery learning.

[Ed. Note: Slavin's critiques echo the negative results of mastery learning discussed else-
where in this book. Unfortunately, ten years later Slavin received his mastery learning/direct
instruction crown in 1999 when Slavin's program "Success for All," which also uses mastery

The "Effective" Eighties : c. 1985

225

learning/ direct instruction, was accepted as one of the nationally recognized programs for
use in restructuring.]

The Effective School Report's May 1985 issue contained an article entitled "Principal's
Expectations as a Motivating Factor in Effective Schools." An excerpt follows:

The principal expects specific behavior from particular teachers which should then translate
into achievement by the students of these teachers; because of these varied expectations,
the principal behaves differently toward different teachers; i.e., body language, verbal inter-
actions and resource allocations. This treatment also influences the attitudes of the teacher
toward the principal and their perception of the future utility of any increased effort toward
student achievement. If this treatment is consistent over time, and if the teachers do not
resist change, it will shape their behavior and through it the achievement of their students. . . .
With time teachers' behavior, self-concepts of ability, perceptions of future utility, attitude
toward the principal and students' achievement will conform more and more closely to the
behavior originally expected of them.

Education Daily of June 12, 1985 published "Sweeping Overhaul of Minnesota Education
System Proposed." Excerpts follow:

The Minnesota Business Partnership, an organization of 60 corporations, commissioned an
education consulting firm to study the state education system and plan improvements. The
result is the Minnesota Plan, the business community's proposals to radically restructure the
state's education system. The plan was outlined Monday at a National Institute of Education
seminar in Washington, D.C. by Paul Berman, President of BW Associates, which conducted
the study. The proposal would make kindergarten through sixth grade the elementary level,
set up grades seven through 10 as the common high schools, and create specialized programs
for grades 11 and 12. Students would have to master a core program of communication,
social studies, science and math until the 11th grade, and pass state competency exams at
the end of the sixth and 10th grades. Moreover, the plan would eliminate state-mandated
courses and allow districts and schools to determine course requirements. Under the plan,
11th and 12th grade students could take courses at post secondary institutions, technical or
vocational schools or even private corporations....

Despite the worries of business leaders in the partnership. . . most legislators don't feel
a major restructuring is necessary. "Most of us feel the system is changing and responding
to needs. But it is not in need of drastic change." But Berman counters that since "the best
teachers are leaving at age 30 now," teacher improvement plans would help overburdened
staff and increase student-teacher contact. Teaching teams composed of a lead teacher,
teaching assistants and adjunct teachers would work with 120 students. This would allow
for individual student learning programs and removal of student counselors.... "It's not a
fantasy no matter how radical it is," Berman contends, adding that the public does not real-
ize that "reforms we start today are not going to be in effect for 20 years. It takes time to
modernize." (p. 6)

[Ed. Note: In retrospect it seems, to this writer at least, that Minnesota was clearly out front
in its early adoption of performance-based school-to-work agendas. (See Appendix X.)]

226

North Carolina's Compentency-Based curriculum, "Basic Education Program," was

introduced in 1985. A few of its more unusual "basic" competencies, involved students en-
tertaining allegiance to a world constitution and a world government rather than to the U.S.
Constitution. Excerpts follow:

FIFTH GRADE: Develop a flag, seal, symbol, pledge and/or national anthem for a new

country.... Design a postage stamp to be used worldwide. The stamp should denote what

the world would need to make it a better place....

SIXTH GRADE: Draw national symbols for an imaginary nation....

SEVENTH GRADE: Understand the need for interdependence....

NINTH GRADE: Write a constitution for a perfect society.

A National Education Association (NEA) press release for June 28- July 3, 1985 described
in considerable detail the purpose of its Mastery In Learning project. 15 It was explained that
Mastery Learning is

a concept first proposed a generation ago by Harvard psychologist Jerome Bruner. ... A growing
body of research and educational reform proposals came from such respected educational
analysts as Mortimer Adler [developer of the Paideia Proposal and long-time advocate of a
one-world government, ed.], John Goodlad, Theodore Sizer, and Ernest Boyer who have all
sought to translate Bruner's work into classroom reality.

Also revealed in an NEA booklet on mastery learning is the fact that

Mastery Learning is one of many instructional models. Others include Active Teaching, Direct
Instruction, Student Team Learning, Socratic questioning, coaching, creative problem solving,
Bruner's Concept Attainment Strategy, and Madeline Hunter's Target Teaching Approach.
These models incorporate research on effective teaching, and all may be explored by the
schools associated with the project.

[Ed. Note: Jerome Bruner and B.E Skinner were the developers of the highly controversial,
federally funded curriculum M:ACOS {Man: A Course of Study).]

Education Week of August 28, 1985 carried the article "Proponents of Mastery Learning
Defend Method after Its Rejection by Chicago" which quoted Benjamin Bloom, often cited as
"the father of Mastery Learning," as saying that some 50 million children around the globe
are taught with a mastery learning approach. In addition, University of California Professor
James H. Block is quoted as saying he "doesn't know of any major urban school system in the
United States that has not adopted some kind of mastery learning program. "

[Ed. Note: James Block's statement underscores the need for a Congressional investigation
requiring the U.S. Department of Education to provide longitudinal/norm-referenced test scores
for all "major urban school systems" that have used mastery learning/direct instruction over
the past thirty years. (See Appendix XXVI.)]

The "Effective" Eighties : c. 1985

227

"TOTAL Presentation Set for Educators" was the headline of an article in the Tyler
[Texas] Morning Telegraph of October 31, 1985 (Sec. 3, p. 3). Excerpts follow:

Texas Objectives for Total Academic Learning [TOTAL] will be revealed to Texas educators on
Nov. 7 in Houston when four staff members of Region VII Education Service Center of Kilgore,
make a presentation to the Texas Association for Supervision and Curriculum Development,
(affiliate of the national organization ASCD).... The foursome will describe TOTAL, share
samples of productivity and give information on how to obtain the materials through their
regional service centers.... Project TOTAL was born in Kilgore in January 1984 and matured
during the reform-wrought summer after passage of House Bill 246 and its implementation
of Chapter 75 by the Legislature....

Some 1500 teachers and 100 administrators in 75 districts of Region VIFs Northeast
Texas area were involved [in producing] the 5,000 pages of materials to aid school districts
in complying with the law....

TOTAL provides foundation curriculum documents written in "teacher talk" encom-
passing essential elements. It addresses all 13 subject areas of essential elements from kin-
dergarten through 12th grade: English, language arts, mathematics, science, health, physical
education, Texas and U.S. history, and computer literacy. These elements are developed into
actual plans which teachers may use in helping students master the essential elements....

Objectives, activities and resources are suggested for each, and also suggested are means
of evaluation to see how well students have mastered each objective....

"The big weakness I see is in the resource listings," she said. "We are trying to widen
teachers' horizons where they haven't used much except textbooks and to give them added
software that can be brought to their attention and should be available by fall 1986."

[Ed. Note: The above article was selected to explain the process employed by the states to
implement mastery learning/direct instruction in the early 1980s as a response to A Nation at
Risk. The writer of this book wrote Ross Perot, who spearheaded the Texas education reform
movement in the early 1980s, warning him of the intent behind reform and providing him
with valuable documentation from the U.S. Department of Education. The writer received a
return receipt for the materials, but no response.]

Maine's State Department of Education 1985 Assessment of Educational Progress [MAEP]
test item bank, based in part on National Assessment of Educational Progress (NAEP) test
items, included the following correct answer as to why the Soviets occupied Eastern Europe
after World War II:

[Correct answer]

Soviet occupation was primarily a result of the Soviet Union's desire for security along its
borders.

[Ed. Note: One cannot help but wonder how the international community would have responded
to the United States' occupation of Canada, Mexico, Cuba, the West Indies, Greenland, and
Iceland in order to "secure its borders."]

Maine Facilitator Center flyer regarding a teacher training seminar for "MoDels of

Teaching" by Bruce Joyce et al. was distributed in 1985. Under the heading "Information Pro-

228

cessing, One of Four Groups" was included: Direct Instruction: James Block, Benjamin Bloom,
the late Madeline Hunter, and Ethna Reid — all prominent in development, implementation and
promotion of Skinnerian mastery learning. An excerpt from the Maine Center's flyer regarding
Direct Instruction follows:

This model is a deductive approach to learning that presents the objective, models the skill
and provides guides and independent practices. Direct Instruction requires multisensory
lessons, constant monitoring by the teacher to insure understanding, and a wide range of
review or practices.

[Ed. Note: How fascinating that Bruce Joyce used the label "Direct Instruction" instead of mas-
tery learning, which proves that the two labels are rightfully applied to the same method.]

In 1985 the U.S. Department of Education, through the Secretary's DiscRETioNary Fund
under Secretary William Bennett, approved the promotion of and funding for development of
a character education program by the Thomas Jefferson Research Center (TJRC) of Pasadena,
California. The grant was for a "teacher training project demonstrating the viability of a dis-
trict-wide educational program involving... the TJRC." Through the grant, the TJRC, founded
in 1963, would apply its character education curriculum "across all segments of the [Pasadena]
district's grade levels... expanding the effort to parents and community, and... to other school
districts, and to share... methods and approaches with other educators and institutions na-
tionally. " Community service projects for elementary, middle, and high school students "are
seen as extensions of classroom activity and essential elements in... the range of values being
stressed." The TJRC's federally funded demonstration "character education" program included
"Personal Responsibility Skills and Ethical Decision-Making."

National dissemination was expected to be effected through regional and national work-
shops, education conferences, computer conferences, and through TELE, "an electronic learn-
ing exchange... a computerized network of educators... involved with exemplary programs
and computer assisted instruction programs within California and... across the nation." The
promotional literature for the TJRC's middle and high school Achievement Skills programs
and the text of the teacher's manual for its middle school Achievement Skills program (1984)
explicitly stated that "the basis for the programs lies in the motivational theories of [Abraham]
Maslow. "

In Religion, Values, and Peak Experiences (Ohio State University Press: Columbus, Ohio,
1964) Maslow stated that "each person has his own private religion... which may be of the
profoundest meaning to him personally and yet... of no meaning to anyone else... each person
discovers, develops, and retains his own religion. " An examination of the TJRC's middle school
Achievement Skills reveals not only the program's base in Maslow's psychological theories, but
also the program's ties to consciousness-altering methods. Early in the semester-long program,
students are told that "we are going to study some psychology. We are going to study our selves
or our minds [emphasis in original]. Each of you is going to get a chance to look at yourself
as if you were a psychologist." Repeatedly throughout the program, students are exposed to
self-hypnosis, guided imagery, visualization techniques, and relaxation therapy— tools used
in psychosynthesis (defined by Roberto Assagioli as the formation or reconstruction of a new
personality) . In his book Psychosynthesis 16 as mentioned earlier in this book Assagioli notes

The "Effective" Eighties : c. 1985

229

the possible dangers of the exploration of the unconscious. The first and foremost is the
release of drives and emotions which were locked in the unconscious and which can flood
the conscious ego before it is ready and prepared and competent to contain, control and
utilize them. It is the situation of the "apprentice sorcerer."

...We think that cases of suicide or of the development of psychotic states can be due
to the premature and uncontrolled release of explosive drives and emotions from the un-
conscious.

The middle school Achievement Skills program also utilizes what are psychotherapeutic
values clarification techniques: role playing, open-ended questions, and moral dilemmas.
These same values clarification methodologies form the basis of the K-6 "character education"
component funded by the grant. Psychologists have warned educators about the dangers of
unbridled use of role-playing techniques by untrained people, for the very reasons Assagioli
cites as well as others.

The K-6 materials were developed by the American Institute for Character Education
(AICE) of San Antonio, Texas, and are marketed nationally. The Teacher's Handbook (1983) from
AICE indicates that the program is another "how to learn instead of what to learn" program
and admits to the use of values clarification, the promotion of self-disclosure and the creation
of a classroom climate where "there are no right answers to any one problem."

U.S. President Reagan and Soviet President Gorbachev signed an agreement in 1985
calling for

cooperation in the field of science and technology and additional agreements in other specific
fields, including the humanities and social sciences; the facilitation of the exchange by ap-
propriate organizations of educational and teaching materials, including textbooks, syllabi
and curricula, materials on methodology, samples of teaching instruments and audiovisual
aids, and the exchange of primary and secondary school textbooks and other teaching mate-
rials.... The conducting of joint studies on textbooks between appropriate organizations in
the United States and the Ministry of Education of the U.S.S.R.

At the same time, the Carnegie Corporation signed agreements with the Soviet Academy of
Sciences which resulted in "joint research on the application of computers in early elementary
education, focusing especially on the teaching of higher level skills and complex subjects to
younger children. "

The U.S. -Soviet education agreements were discussed in an article entitled "U.S. and So-
viets to Share Insights on Computers" by Fred M. Hechinger, education editor, in the December
10, 1985 issue of the New York Times. The article states in part:

A meeting of American and Soviet educational computer experts has produced an agreement to
exchange specialists involved in the improvement of elementary and secondary education.

The initial American-Soviet exchange is intended as a first step toward cooperation
among education reformers from a number of countries, including Britain and Japan. One
goal is to reduce the present emphasis on training computer programmers, and stress instead
the computer's potential to restructure the education of young children, beginning in third
grade or earlier.

Several issues are listed for joint investigation. They include computer-based methods
to develop creative abilities of primary school pupils, creation and testing of software for

230

use in primary school, and proposals for the restructuring of the curriculum and of teaching
methods through the use of computers in the early grades.

Additional issues include evaluation of the training of teachers in the use of comput-
ers and elimination of teachers' fear of computers, and creation of Soviet-American pilot
projects for joint experiments.

[Ed. Note: On December 20, 1985, during a "Contact America" radio interview with U.S.
Secretary of Education William Bennett, co-host Malcolm Lawrence asked Bennett if he was
involved in the United States-Soviet education exchanges. Bennett responded, "No. I'm not
in that loop." Pray tell, what "loop" was he in during his tenure as the top official dealing
with American education? The writer was informed by the U.S. Department of State that both
agreements were still in effect after the so-called break-up of the Soviet Union. (See Appendix
XXIII.)]

1986

The Fact Finder of Phoenix, Arizona on January I, 1986 (Vol. 46, No. 4) carried an ar-
ticle entitled "Shocking U.S. Agreements to Let Soviet and Red Chinese Educators Indoctrinate
America's Children." (See Appendix XXIII.) Excerpts follow:

We now have proof that agreements have been made with the Soviets for nearly 30 years
to have their educators work with ours in planning curricula for America's school children.
This is a shocking addition to what we have already learned about the many ways that the
Soviets are carrying out their secret war for world domination.

Early in October, we learned that two Communist educators are already here in Phoe-
nix, teaching and conferring with educators at Central High School. Boris Bayev is a 41 -year
old principal of a Soviet secondary school at Ulyanovsk, USSR. A teacher from Red China
is also at Central High.

Edwin Feulner, president of the Heritage Foundation (considered by some to be the fore-
most "conservative" think tank in the nation), chaired the United States Information Agency's
(USIA) Commission on Public Diplomacy in 1986. The annual report carried a cover letter from
Feulner as chairman encouraging the acceptance of its recommendations. Under "Educational
and Cultural Programs, Exchanges and International Visitors" the report states in part:

The Commission urges USIA, the Department of State, and the relevant private sector orga-
nizations to move quickly to develop specific programs for U.S. -Soviet exchanges pursuant to
the General Exchanges accord, other exchange initiatives undertaken at the Geneva Summit,
and the agreement by President Reagan and General Secretary Gorbachev to review these
programs at their next meeting.

[Ed. Note: The Heritage Foundation later established an office in Moscow, ostensibly to oversee
Russia's "hoped-for" evolution from communism to free market economics.]

The "Effective" Eighties : c. 1986

231

National Academy of Education at the Harvard Graduate School of Education (Cam-
bridge, Massachusetts), sent out an informational letter in 1986 entitled "ACLS [American
Council of Learned Societies] -USSR Ministry of Education Commission on Education" describing
joint U.S. -Soviet education activities. An excerpt which details an extraordinary agenda for
cooperation with "The Evil Empire" follows:

Scholars from the American Council of Learned Societies and the Ministry of Education of
the Soviet Union met in the United States in 1986 and agreed to establish a Commission on
Education that will be responsible for joint scholarly relations in pedagogy and related fields
between the United States and the Soviet Union. Some major joint U.S.- Soviet project themes
are: Methods of Teaching and Learning School Science and Math Subjects Using Computers;
Theory of Teaching and Learning; Psychological and Pedagogical Problems of Teaching in
the Development of Pre-School and School- Age Children; and Problems of Teaching Children
with Special Needs.

The February 1986 issue of The Effective School Report carried the first of a twelve-part
series entitled "Implementing Effective Schools: Commitment — The First Step." An accurate
description of the Pavlovian/Skinnerian methods required by Effective Schools Research is
found in this article. Excerpts follow:

Effective schools research is conclusive beyond any doubt that all children can learn. Prac-
tice now reveals that any school can be led, through a systematic process of training for
behavioral change, to effectiveness. Neither research nor practice suggests that the process
of becoming effective is easy...

The task of leading a school from ineffectiveness to effectiveness is monumental; how-
ever, it can be done. And the research proves that it can be done without wholesale changes
of personnel. Ron Edmonds said that we must assume that the teacher and staff are at least
as educable as the children they teach....

Change in an effective school must be dramatic if the school is to become effective.
The mind-set of many if not most employees within the building must change. Effective
school behaviors must be demonstrated by all. These behaviors are observable, measurable,
and transferable; therefore, they can be learned. In-depth and highly structured training will
precede improved outcomes.

The trauma experienced by a school that sets a course of effectiveness will be sub-
stantial, and will require the implementation of a rigid, highly structured, and sequenced
program with all research-based elements in place.

The National Forum for Educational Awareness held a special ceremony and reception in
the Russell Senate Caucus Building, Washington, D.C. on February 21, 1986 to honor Norman
Dodd, research director for the Reece Committee during 1953-1954. Barbara Cueter, Charlotte
Iserbyt and Elisabeth Russinoff planned the awards ceremony at which Senator Jesse Helms
made the presentation of the "Americanism Award" to Mr. Dodd. Mrs. Rosalind Kress Haley,
a close and long-time friend of Norman Dodd's, was responsible for the reception following
the awards ceremony. Admirers of Norman Dodd from across the country arranged for the
ceremony to be videotaped. Some excerpts of Senator Helms' videotaped comments follow:

232

I've learned a little bit about this very fine gentleman who is here today and the more I
have learned the more I am convinced that there can't be any other American who has done
more to bring the attention of the American people to the real story of the onslaught against
American civilization than that distinguished American, Mr. Norman Dodd.

I think it was about 32 years ago. . . 1954 when Mr. Dodd served as the able director of
research for the Reece Commission to investigate the tax-exempt foundations, and oh sir! how
they needed to be investigated. Congressman Reece was so shocked by the anti-American
activities of the major foundations and their academic allies that he felt obliged to establish
a special committee of Congress to investigate [these] activities...

Mr. Norman Dodd, as research director of the Reece Committee, provided a great ser-
vice to our nation by exposing the real designs of the tax-exempt foundations, such as, who
else but the Rockefeller Foundation, and the bottom line of their activities was, and it still
is, fundamentally to alter our cultural life so that socialism instead of freedom becomes the
American way of life. That's what they're about. Oh, they have other pretexts, just as do such
organizations today as the Council on Foreign Relations and the Trilateral Commission.

We are sounding a call to arms to you again, sir, to get you to help us combat these
people.... [F]rom what I have learned of Mr. Dodd's life, he has steadfastly adhered to the
ideals of our Founding Fathers, as so few do.

I hope that conservatives of today, particularly the younger ones, will go back to the
hearing records of the Reece Committee and carefully review the massive amount of testimony
and findings — over 1,000 pages. I think it is time to pick up where Congressman Reece and
Norman Dodd left off 32 years ago and begin again with investigation of activities of the
foundations. Without a doubt we are going to find the same patterns, the same designs, the
same goals that were uncovered three decades ago, and those that were uncovered then were
unsavory Those which can be uncovered today will be the same.

In any case, I am so delighted to be here — it's an honor to be here. . . on behalf of the
National Forum for Educational Awareness, and Mr. Dodd, really and truly on behalf of the
American people.... [I present this] beautiful plaque.... I am proud of you, sir, and God
bless you!

[Ed. Note: There is no one in a more influential position, nationally or internationally, than
Senator Jesse Helms, chairman of the U.S. Senate Foreign Relations Committee, to "pick up
where Congressman Reece and Norman Dodd left off 32 (now 45) years ago and begin again
the investigation of activities of the foundations. " The reader is urged to contact his elected
officials to request a resumption of this investigation.]

Carol Barber, outcome-based education/mastery learning consultant from Houston,

Texas wrote "Outcome-Based Education/Mastery Learning: What Is It? Why Do It? How Do
You Do It?" which appeared in the Spring (Vol. 5, No. 3) 1986 issue of Outcomes, the quarterly
journal of the Network for Outcome-Based Schools. The following are excerpts:

OBE/ML: WHAT IS IT?

As discussed by others in this issue, there is considerable overlap in many of the school reform
movements sweeping the country today. Frequently, outcome-based education and mastery
learning are used interchangeably or as synonymous phrases. While there are certainly many
commonalities in the two movements, they also are very different.

One way to differentiate OBE from ML from other effective school practices is to vi-
sualize an umbrella and its various parts. The umbrella includes: 1) a canopy; 2) a center

The "Effective" Eighties : c. 1986

233

pole to support the canopy; and 3) a set of hinged ribs radiating from the center pole. The
umbrella gives us a perfect analogy for comparing many of the school reform movements.
Outcome-based education is represented by the canopy of the umbrella. The OBE ideas
represent possible reform of the total school system.... When a district moves into OBE, it is
ready to examine belief systems of staff, students, parents; placement of students; grading
and reporting policies; curriculum issues; certification processes; instructional methods; etc.,
etc., etc. In other words, OBE means an approach to reform within the total [emphasis in
the original] school system; i.e., the umbrella under which all practices of school operation
will occur.

The center pole supporting the umbrella represents the mastery learning ideas. Mastery
learning supports the OBE movement in that it is the main vehicle upon which to begin the
change process in the belief system, curriculum organization and instructional strategies.
Mastery learning provides us with the support and processes needed to begin the total OBE
reform in our schools.

The set of hinged ribs radiating from the center pole can be viewed as any of the
many effective school movements [emphasis in original] and/or strategies available to us.
Strategies such as Dr. Hunter's Mastery Teaching, Hopkins' Student Team Learning, Johnson
and Johnson's Cooperative Learning, Joyce's Teaching Models, Good's TESA, and many
others, represent effective practices which are totally compatible and will certainly enhance
an OBE/ML program.

...Realistically, one could implement any one of the above-mentioned strategies without
having ML in operation; indeed one can implement ML without having OBE. However, when
OBE is implemented, ML must be applied.

"Report to the Secretary of Education William Bennett, April, 1986. Transform^

American Education: Reducing the Risk to the Nation" was issued by the National Task Force
on Educational Technology. The memo was distributed at an Ohio State School Board caucus.
An excerpt follows:

For 1990-2000: The improvement and transformation of education to Mastery Learning
will demand continuing support. The nation needs to recognize that the education of its
citizens provides the basis for the economic, social and cultural health of American society.
Enlightened national self-interest should justify the support of the well-planned educational
transformation that the Task Force proposes.

On May 5, 1986 The St. Louis Globe-Democrat ran an article entitled "School Officials
Upset by New State Plan" which reported that local educators objected vociferously to a new
state plan that required them to give standardized tests in seven core subjects to students in
the third, sixth, eighth, and tenth grades. Excerpts from this article follow:

Local educators are stepping up their criticism of what they claim is state interference in
the way local schools teach children.... The tests are required by the Excellence in Education
Act of 1985, a reform bill that educators have largely supported. But school officials claim
the testing component will force them to change their curriculum so students learn material
in the same order the tests are given [teach to the test] . They claim 70 to 80 percent of the
curriculum in local schools could be determined by the new tests....

234

"We are not opposed to the concept of teaching children the fundamental facts that
they ought to know. The issue is who controls the curriculum," said Kirkwood School District
Superintendent Thomas Keating. Keating and other superintendents aired their complaints
at a joint meeting last week of the Cooperating School Districts of the St. Louis Suburban
Area and the Missouri School Boards Association....

. . .One of the harshest critics of the test plan is Ferguson-Florissant Superintendent Daniel
B. Keck, who said the districts may just as well replace their school names with "Department
of Elementary and Secondary Education, State of Missouri, Local Annex."...

Keck, however, said the state has bypassed elected school board members and estab-
lished a direct "pipeline" to local schools. He said administrators are accountable to whoever
sets the curriculum.... "To whom am I as the chief executive officer of a school district re-
sponsible: to you, or DESE?" Keck said. "In this particular system, there are no checks and
balances. That is bad governance." He said the media will create public pressure to excel
on the new tests.

Keck said the legislature has "inadvertently" transferred accountability for educational
quality to itself. He predicted that if the test scores aren't satisfactory, the state will lower
the standards "until the legislature looks good."...

..."And the same number of kids will walk out the door functionally illiterate," he

said.

One of the test items (objectives) found in Missouri's Educational Objectives, Grade 12,
resulting from passage of Missouri's Excellence in Education Act of 1985, follows:

Given a description of an individual with a debased character, such as a child murderer or
a person who has set fire to an inhabited building, students should reject suggestions for
punishment which would detract from the dignity of the prisoner.

In the May 15, 1986 issue of Education Daily an article related to student Assessment
reported that "Secretary Bennett names study group to evaluate student assessment" and
lists "Chairman Lamar Alexander, Governor of Tennessee and Chairman, National Governors
Association, and Hillary Rodham Clinton, First Lady of Arkansas and partner in the Rose law
firm" amongst members of the study group.

An article entitled "Carnegie Teaching Panel Charts 'New Framework' — Grants Total-
ing $900,000 Made to Press Reforms" written by Lynn Olson appeared in the May 21, 1986
issue of Education Week. The announced "New Framework" — amongst other things — carved
in stone the methodology which teachers would be required to use in order to obtain board
certification. Excerpts follow from this extremely important article:

The Carnegie Corporation of New York announced here last week that it has awarded two
major grants, totaling nearly $900,000, to forward the recommendations of the Carnegie Task
Force on Teaching as a Profession.

Last year, the corporation created the Carnegie Forum on Education and the Economy,
a multi-million dollar initiative designed to help chart U.S. education policy during the next
10 years. The forum assembled the 14-member task force on teaching as one of its first ini-
tiatives. The foundation awarded $817,000 to Stanford University for a 15-month research

The "Effective" Eighties : c. 1986

235

project to develop prototypes of the kinds of assessments the task force's proposed National
Board for Professional Teaching Standards might use to certify teachers....

...According to David A. Hamburg, president of the corporation [psychiatrist and
negotiator of the Carnegie-Soviet Education Agreements], the grants illustrate Carnegie's
commitment to the task force's work....

The 15-month Stanford study is the "opening gambit in a long and complex campaign
to develop assessments for use by the national board," said Lee S. Shulman [deeply involved
with the Chicago Mastery Learning debacle, ed.], principal investigator for the study and a
professor of education at Stanford....

"Two major 'products' will come out of the Stanford study," said Mr. Shulman. First, it
will create, field test, and critique several "prototype" assessments — most likely in the areas
of elementary-school mathematics and secondary-school history.

Second, it will develop a protocol for how to develop such assessments in the future....
As part of its work, the Stanford project will do the following:

• Commission about 20 experts to write papers summarizing the knowledge and skills
that the prototype assessments should measure.

• Conduct "wisdom of practice" studies of outstanding teachers to determine through
interviews and observations what it is that they know and can do....

• Bring together people from around the country who are doing state-of-the-art as-
sessments in other fields, such as those for airplane pilots and foreign-service jobs,
to determine what assessment techniques are applicable to teaching.

• Bring together experts in the fields to be tested — such as elementary-school math
teachers, teacher educators, and mathematicians — to get their advice on what the
assessments should measure and how.

In addition, the project will have a steering committee representing key stakeholders
in the creation of such assessments as well as experts in testing and in the subject areas to
be tested.

Members of the Task Force included: Lewis M. Branscomb, Chairman, Vice President
and Chief Scientist of the International Business Machines Corporation; Alan K. Campbell,
Executive Vice President and Vice Chairman of A.R.A. Services, Inc. of Philadelphia; Mary
Hatwood Futrell, President of the National Education Association; John W. Gardner, former
Secretary of Health, Education and Welfare and founder of Independent Sector; Fred M.
Hechinger, President of the New York Times Company Foundation, Inc.; Bill Honig, Cali-
fornia State Superintendent of Public Instruction; James B. Hunt, former Governor of North
Carolina, former Chairman of the Education Commission of the States and a lawyer with
the firm of Poyner and Spruill; Vera Katz, Speaker of the Oregon House of Representatives;
Governor Thomas H. Kean of New Jersey; Judith Lanier, Dean of the College of Education at
Michigan State University; Arturo Madrid, President of the Tomas Rivera Center of Claremont
(California) Graduate School; Shirley M. Malcolm, program head, Office of Opportunities
in Science, American Association for the Advancement of Science; Ruth Randall, Commis-
sioner of Education in Minnesota; Albert Shanker, President of the American Federation of
Teachers.

An article in the May 21, 1986 issue of Education Week entitled "Researchers Leery of
Federal Plans for Collaboration — Fear 'Cooperative' Link a Path to 'Intervention'" by James
Hertling discussed possible federal control of education research. Some excerpts follow:

236

The Education Department's decision to form a collaborative relationship with its new research
and development center on reading has revived the debate over what control the government
should have over the work of educational researchers receiving federal money. . . .

...But the cooperative agreement outlined in the April 22 Federal Register announcing
the competition for the new center on reading research and education mandates government
involvement in all stages of the center's work: "developing the agenda, specifying anticipated
outcomes, setting research priorities, altering research objectives on the basis of preliminary
finding, and receiving final results."

"There's nothing we have heard that makes a cooperative agreement acceptable," said
Laurie Garduque, director of governmental and professional liaison at the American Educa-
tional Research Association.

[Ed. Note: The above excerpts are important due to their identification of Secretary William
Bennett's U.S. Department of Education as the source of the Skinnerian "scientific research-
based" reading instruction ultimately used as the criteria necessary for funding of proposals
under the Reading Excellence Act of 1998.]

"Carnegie Report on Education: 'Radical Blueprint for Change'" by Nancy GARland was
published in the Bangor [Maine] Daily News, June 28-29, 1986. The article stated in part:

The leader of the 600,000-member American Federation of Teachers, [Al] Shanker said many
Asian and European countries are changing the way they educate their children to meet the
rapidly changing needs of industry. American industries will lose ground if schools cannot
produce employees with skills useful in those industries.

Paulo Freire's influence on world education, including education in the United States,
is revealed in an interesting article entitled "Radical Theorist Takes His Message to the World"
published in The New York Times August 19, 1986. Some excerpts follow:

Within days of the triumph of the Sandinista Revolution in July 1979, Nicaragua's new
leaders had tracked down the Brazilian educator Paulo Freire at the university where he was
lecturing in the United States and had issued him an invitation to come to Managua to help
reorganize the country's education system and design its new literacy program.

When Portugal underwent its revolution in 1974 its new Government made a similar
offer to Mr. Freire, as did Chile's Institute for Agrarian Reform during the period just before
the election of Salvador Allende Gossens there." 17

Newly independent nations in Africa, ranging from Angola to Tanzania, have also
sought the advice of the man regarded as perhaps the foremost literacy expert and radical
educator in the world.

"It's something that pleases me," Mr. Freire said recently as he passed through New
York City, on his way to a series of workshops and seminars at American universities. "At
times, I have been criticized by some philosophers of education, who place me in postures
that they classify pejoratively as revolutionary..."

Mr. Friere (pronounced FRAYree) first became widely known in this country with the
publication Pedagogy of the Oppressed more than 15 years ago. He has argued that it is not
education which shapes a society, but rather society which molds education to fit the ends

The "Effective" Eighties : c. 1986

237

and interests of those in control. In his view, education, particularly the process of learning
to read and write, "can become an instrument of social transformation by making those at
the bottom of society aware of their plight and the reasons for it."

In practice, refined through literacy campaigns among peasants in the Brazilian Northeast
beginning in the late 1950s and later on four continents, Mr. Freire and his many disciples
have relied on words like "hunger" or "land," chosen for their relevance to the pupil's own
political and social situation, to teach peasants and workers to read and write. The objective
is to develop among them what Mr. Friere calls "a critical comprehension of reality. "

...But Mr. Freire also argues that his distinct education has considerable relevance in
the industrialized nations of the capitalist world. Mr. Freire's methods have been adapted in
the United States by feminist, Hispanic and black groups that operate adult literacy programs
or train teachers. Even some corporations, such as Consolidated Edison in New York, have
at various times used his techniques in education programs for new workers with low levels
of formal education.

"I am not a technician of literacy, as many people apparently saw me in the beginning,"
he said. "I am an educator who thinks globally."...

To some of his critics, including the Reagan Administration, Mr. Freire's emphasis on
the practical has been taken to an absurd extreme in Nicaragua, where second graders count
not apples or oranges but hand grenades and rifles to learn arithmetic.

[Ed. Note: See the 1993 entry for the Michigan High School Proficiency Communications Arts
Framework which deals with the constructivist philosophy behind whole language and carries
out Friere's philosophy of social transformation through "critical thinking. "]

The New York Times of August 31, 1986 carried an article entitled "Study Says 33 % of

Young Adults Are Illiterate." Excerpt follows:

Results from College Graduates: The most recent Federal study was conducted by two pri-
vate groups, the Educational Testing Service and the National Assessment of Educational
Progress, at a cost of $1.8 million. In testing basic skills at various levels, the study found
that one in three young adults with a college degree from a two- or four-year school failed
to answer this question correctly: If one purchased a sandwich for $1.90, a bowl of soup
for 60 cents, and gave the cashier $3, how much change should he receive? The answer is
50 cents, (p. 28)

George Roche, president of Hillsdale College, Hillsdale, Michigan, and CHAiRman of the

National Council on Educational Research, a presidentially appointed council overseeing the
activities of the National Institute of Education, requested an investigation into the controversial
Northwest Regional Educational Laboratory's (NWREL) Tri-County K-12 Course Goals Project
which was initiated in 1971. Joan Gubbins, a former Indiana state senator and chairman of
the council's Improvement and Practice Committee, researched the Goals Project, prepared,
and submitted her report entitled "Goals and Objectives: Towards a National Curriculum?" to
the Council on September 26, 1986.

Although Senator Gubbins 's important report could have been used as a brief documenting
the illegality of NWREL's role in development of the Course Goals, it evidently fell on deaf ears.
Had the premise of this report — that the goals were based on humanistic no right/no wrong

The "Effective" Eighties : c. 1987

239

Positive Interdependence

Students must feel that they need each other in order to complete the group's task, that they
"sink or swim" together. Some ways to create this feeling are through establishing mutual
goals (students must learn the material and make certain group members learn the material) ,
joint rewards (if all group members achieve above a certain percentage on the test, each will
receive bonus points) , shared materials and information (one paper for each group or each
member receives only part of the information needed to do the assignment), and assigned
roles (summarizer, encourager or participator, elaborator) .

1987

Charlottesville, Virginia's The Daily Progress carried Norman Dodd's obituary in its

January 30, 1987 edition. The tribute read in part:

Mr. Dodd's earlier suspicions of a political and economic conspiracy were confirmed. During
his research for this committee [the Reece Committee] , the president of the Ford Foundation,
H. Rowan Gaither, Jr. told him that some of the giant foundations, including Ford, were work-
ing under directives from the White House to so alter life in America as to make possible a
comfortable merger with the Soviet Union.

North Central Association of Colleges and Schools (NCA): Michigan Committee's Out-
comes Accreditation was published in 1987. The brochure demonstrates clearly the shift from
academic education to performance/outcome-based affective education focusing on changes
in the behavior of the individual student over time. Excerpts from this important publication
follow:

The NCA's Outcomes Accreditation model has generated considerable interest among Mich-
igan educators. It is a process that follows many of the principles of the "Effective Schools
Research" and results in schools focusing their activities on improving student success....

Outcomes Accreditation [OA] is a school-based accreditation and evaluation model that
helps schools document the effectiveness of their programs. Schools are required to target
their evaluation efforts by measuring changes in student behavior; i.e., outcomes. OA serves
as an alternative to the NCA's traditional evaluation formats. OA was adopted for use by
NCA member schools in April 1987. Rather than focusing on "inputs" or what the school
contributes to the educational process, OA examines "student outcomes" or the influence
the school has on the students it serves....

Schools identify no more than five areas in which they want to focus their improvement
activities. Target goals are written for each area. Three of these target goals focus on cognitive
or basic skill areas, and two goals address affective concerns or how students behave or feel
about themselves. The goals are written in such a way that changes can be measured over
time. Student outcomes are measured by comparing desired levels of student performance
with present performance. . . .

Examples of specific data sources include: criterion- and norm-referenced test results,
anecdotal records, attitude inventories, teacher-made tests, student participation rates, writ-
ing samples, and attendance and enrollment figures.... Next, faculty committees establish
the desired levels of student performance. Although external sources such as state-mandated

240

goals, national averages or goals developed by textbook publishers might be helpful in
formulating performance expectations, educators need to base desired performance levels
on their knowledge of each child. The discrepancy that exists between current and desired
student performance then serves as the focus of the school improvement plan.

At the Second Annual National Outcome-Based Education Conference, held FEBRuary

12-14, 1987 in Tempe, Arizona, a notebook was distributed which contained a flow chart
describing how mastery learning works. The notebook contained materials generated by the
following presenters: Part I, William Spady; Part II, Lawrence A. Rowe; Part III, Kathleen A.
Fitzpatrick; and Part IV, Janet N. Barry. This writer has converted the flow chart which was
in the notebook to written text in order to provide a graphic (rat maze) description of the
behavior modification method behind mastery learning and direct instruction. The chart's
description follows:

MASTERY LEARNING BREAKS THE FAILURE CYCLE

At the top of a circle is the word "TASK," which has an arrow pointing towards LACK OF
UNDERSTANDING, which has two parts: 1) change presentation and 2) use alternative ma-
terial. 2) has two arrows: one towards TASK COMPLETION SUCCESS and the other towards
DIFFICULTY. DIFFICULTY has two parts: 1) peer tutoring and 2) shorten assignments. 2)
has two arrows: one towards TASK COMPLETION SUCCESS and the other towards FAILURE.
FAILURE has two parts: l)change environment and 2) change curriculum. 2) has two arrows:
one towards TASK COMPLETION/POSITIVE FEEDBACK, and the other towards NEGATIVE
FEEDBACK. NEGATIVE FEEDBACK has two arrows: 1) use self-pacing, self-checking, and 2)
group discussion of goals. 2) has two arrows: one towards ATTAINABLE GOAL/POSITIVE
FEEDBACK, the other towards POOR SELF CONCEPT. POOR SELF CONCEPT has two ar-
rows: 1) provide successes and 2) positive feedback. 2) has two arrows: one toward RAISED
SELF ESTEEM and the other LOW MOTIVATION. LOW MOTIVATION has three arrows: 1)
provide choices, 2) choose relevant materials, and 3) utilize interests. 3) has two arrows:
one towards HIGHER MOTIVATION/WILLINGNESS TO TRY and the other toward BEHAVIOR
PROBLEMS (Task Avoidance). BEHAVIOR PROBLEMS has three arrows: 1) provide choices,
2) contracting, and 3) group goal setting. 3) has two arrows: one toward RECHANNELLED
BEHAVIOR DIRECTED TOWARD SKILL ATTAINMENT and INADEQUATE SKILLS. INAD-
EQUATE SKILLS has two arrows: 1) prescriptive curriculum and 2) modified environment.
2) has two arrows: one towards SKILLS ATTAINED/NEW TASK ATTEMPTED, and the other
back to start, "TASK."

Education Daily of May 21, 1987 covered the Carnegie Foundation for the Aovancement
of Teaching's award of $817,000 to Lee Shulman of Stanford University, formerly involved in
Chicago's Mastery Learning failure, for his forthcoming work on assessments for new teach-
ers.

Kathy L. Collins, legal counsel for the Iowa Department of Education, wrote an article
entitled "Children Are Not Chattel" for the American Humanist Association's journal Free

The "Effective" Eighties : c. 1987
Inquiry in the Fall of 1987 (Vol. 7, No. 4, p. 11) and stated that

241

Christian parents who want the freedom to indoctrinate their children with religious edu-
cation do not understand that the law that prevents them from legally teaching their kids
prevents someone else from abusing them. . . .

Certified teachers are state-mandated child-abuse reporters. When children are allowed
to be kept at home, there may be no outside contact, no help for the abused child.

[Ed. Note: This portentous article was published just as the homeschooling movement in
America began mushrooming. Parents responded to the failures of the latest fads in the class-
rooms by pulling their children out of public schools to instruct them at home. Many educators
viewed the rise of home education with alarm. Parental rights and constitutional religious
freedoms posed a direct threat to the "it takes a village to raise a child" philosophy which was
to become embedded in every state's education reform plan during the 1990s.]

On November 2, 1987, a few short years before the Berlin Wall came down, and only
two years after the signing of the U.S. -Soviet education agreements, Mikhail Gorbachev was
reported by Novosti Press Agency Publishing House in Moscow to have said in his speech to
the Soviet Central Committee, "We are moving toward a new world: the world of communism.
We shall never turn off that road." Even so, after the Berlin Wall came down (1989) Gorbachev
was a keynote speaker at a major Republican Party fundraiser.

David W. Hornbeck of the Carnegie Foundation for the Advancement of Teaching and

Maryland's state superintendent of instruction, whose credentials lie in theology rather than
in education, presented his proposal for a new public education system for the nation in the
November 17, 1987 issue of The Montgomery County [Maryland] Journal. The Journal car-
ried an article entitled "State Education Chief Pushes Revolutionary Plan for the Nation" that,
amongst other things, "would let students enroll in schools of their choice and even sue the
state over low-quality education." Excerpts follow:

"The model state law would create a situation in which it's the school's fault and not the
kid's if the school is unsuccessful. If it's not a successful school, you can leave it. " The system
would let a student cross district lines in search of better public education....

Hornbeck's presentation Saturday at an Asheville, North Carolina meeting aroused
just a few criticisms, which were mainly concerned with the proposal's wording, said Jay P.
Goldman, spokesman for the school chief's council. "This follows years of massaging and
reworking it," he said....

. . .The new rights proposals are directed toward all children, but special measures target
those considered "at risk of educational failure." In the early years, low-income children
would be identified as at risk; in later years, achievement would provide the definition....
"We're trying to take a step away from kid-bashing," Hornbeck said. "Society and the schools
fail the kids."...

...Hornbeck, who said he is waiting for the council vote before discussing the issue
with Gov. William Donald Schaefer and Maryland legislative officials, said he expects local
school officials across the country to resist the proposals.

"If the council adopts this, you will have the superintendents of the United States say-
ing we want to create new rights and routes that may well lead to the courts," Hornbeck

242

said....

...One of the plan's goals is to eliminate spending differentials from district to district,
ranging about $2,000 per pupil from highest to lowest in Maryland. "That means $50,000
more behind one classroom of 25 kids than another," Hornbeck said.

[Ed. Note: Did we understand Mr. Goldman correctly? "This follows years of massaging and
reworking"? Why does one need "years of massaging and reworking a proposal" which sup-
posedly is in the best interests of the traditional American teacher and the children he or she
teaches? Obviously, this proposal by Hornbeck was a radical one which would focus not on
traditional education, but on producing or molding a "product," your child — who is now being
referred to as "human capital" by Hornbeck — your child, whose workforce skills and politically
correct attitudes, values and beliefs would entitle him to a Certificate in Mastery in order to
be hired by and able to increase the profits of a corporation.

References to "special measures target those considered 'at risk of educational failure'"
are unsettling. If our children reject the "education" to which they are subjected, they will
immediately be labeled "at risk," thus subjecting them to the behavior modification programs
and operant conditioning techniques normally used for special education.

When Hornbeck says, "Society and the schools fail the kids," are we to believe "It's
the environment, stupid"? Everything that goes wrong in our great nation is now blamed on
the "environment"; from people's choices to smoke or not to smoke, drink or not to drink,
murder or not to murder, study or not to study. According to Skinnerian behaviorist think-
ing, since humans are to be thought of as animals, not having free will and, therefore, not
being responsible for their actions, they would be incapable of making complex decisions, of
deciding "yes" or "no." We are on a slippery slope when we accept this "the environment is
responsible" line of thinking.

Hornbeck's proposal parallels the 1999 passage of "choice" legislation in Florida, under
Governor Jeb Bush's direction. Delivery of failing grades to schools will be the trigger for fund-
ing for moving students to schools of their "choice" — including private or religious schools.]

1988

On February 22, 1988 Clarence Thomas, chairman of the Equal Employment Opportunity
Commission (EEOC), who would shortly thereafter be appointed by President George Bush
to the U.S. Supreme Court, signed off on an EEOC Policy Notice regarding protection from
mandatory New Age training in the workplace. The Policy Notice explained:

1. SUBJECT: Policy statement on "new age" training programs which conflict with
employees' religious beliefs.

2. PURPOSE: This policy statement is intended to provide guidance in the handling of
cases where an employee objects to participating in the training program because
it utilizes techniques or exercises which conflict with the employee's religious be-
liefs.

3. EFFECTIVE DATE: Upon Receipt.

4. EXPIRATION DATE:

5. ORIGINATOR: Title VII/EPA Division, Office of Legal Counsel.

6. INSTRUCTIONS: This notice supplements the instructions in #628 of Vol. II of the
Compliance Manual, Religious Accommodation, and should be inserted after p.

The "Effective" Eighties : c. 1988

243

628-630.

[Ed. Note: This Policy Notice extends to all government employees who resist manipulative
New Age training which is based on the behavioral techniques and behavior modification de-
scribed in this book. Held captive in the classroom due to attendance laws, why haven't our
children been provided the same protection from the mind-bending curricula and methods
used on government employees in the workplace? Why are not American teachers provided
this protection from the mind-bending, brain-numbing, in-service sessions which violate their
constitutional rights? The Protection of Pupil Rights Amendment which passed the U.S. Senate
unanimously in 1978, for which regulations were drafted and approved in 1984, has proven
to be useless since the educational bureaucracy refuses to enforce it and has consistently
stonewalled when parents have attempted to assert their rights under the law.]

The Effective School Report's March, 1988 issue published "International CoNgress for
Effective Schools Draws Participants from 13 Nations to London" which heralded Effective
School Research as representing "the" chosen organizational and pedagogical vehicle for the
operation of the world's schools. Excerpts follow:

Representatives from thirteen countries came to London in January for the inaugural
meeting of the International Congress for Effective Schools. In the United States, the Effective
Schools Movement was begun to improve public schools for children from low income
families. Thirty American states have used effective schools precepts as part of their reform
efforts.

Effective schools activities were reported from Australia, Canada, England, and Wales,
Germany, Hungary, Ireland, Israel, the Netherlands, Norway, Scotland, Sweden, South Africa,
and the United States. Dale Mann, a professor at Teachers College, Columbia University, and
the founding chairman of the International Congress, said that the 130 registrants were using
effective schools ideas in school improvement work that ran the gamut from early childhood
education to high school reform.

The Congress will meet next in January, 1989 in Rotterdam. A special section of the pro-
gram will offer legislators an opportunity to share their perspectives on school improvement.
The Rotterdam meetings will be organized by a team led by D.A.A. Peters (Projectleider,
Project Onderwijs en Social Milieu, Burg, Van Walmsumeg 892, 3011 MZ Rotterdam, the
Netherlands 010-4113266). 18

[Ed. Note: By this time the reader is all too familiar with The Effective School Report and Ef-
fective School Research, as well as its role in the dumbing down of public school children,
particularly those from low income families. The international change agents "used" these
children (experimented on them — starting with children in Jackson, Mississippi where The
Effective School Report was originally located) prior to recommending that all children be
subjected to the Skinnerian dumb down methods (OBE/ML/DI).

From this time on the reader will encounter entries in this book dealing with Effective
Schools Research exchanges with Russia and China, thereby closing the circle on the imple-
mentation of Effective Schools Research on a global basis. Also of importance is the reference
to the inclusion of England and Wales, not only in the original National Assessment of Edu-
cational Progress (NAEP) 1981 paper by Archie Lapointe and Willard Wirtz, but in the 1994
National Issues in Education: Goals 2000 and School-to-Work entry which reveals that:

244

In 1991 Lamar Alexander, working with Chester Finn and others who were familiar with the
work of British Prime Minister Margaret Thatcher in enacting a national curriculum in England
and Wales, convinced Bush to endorse the idea of national standards for education.

Of interest here is that the National Assessment of Educational Progress (NAEP) had been
working on assessment for many years, dating back to 1980, with Clare Burstall of Wales,
U.K. Also, one might ask why the United States would want to copy the English education
system in light of the poor performance of its students on basic skills tests. The December 9,
1988 issue of The Wall Street Journal carried an editorial entitled "And You Thought American
Schools Were Bad! " in which Theodore Dalrymple, the pen name of British physician Anthony
Daniels, said that:

In eight years in medical practice in an English slum (in which lives, incidentally, a fifth of
the population of the industrial English city where I work) I have met only one teenager of
hundreds I have asked who knew when World War II was fought. The others thought it took
place in the early 1900s or the 1970s, and lasted up to 30 years.

Another recurrent theme, which will become evident throughout the rest of this book, will
be the growing emphasis on what Utah's Superintendent Burningham referred to as "research-
verified programs." This term will change subtly as Effective Schools programs are referred
to as "scientific, research-based," implying that they are "acceptable and desirable"— or as
Secretary of Education William Bennett explained, "What Works."]

Dr. Sue E. Berryman, director of the Institute on Education and the Economy at Teach-
ers College, Columbia University, New York, presented a paper entitled "Education and the
Economy: A Diagnostic Review and Implications for the Federal Role" at a seminar on the
federal role in education held at the Aspen Institute, Aspen, Colorado on July 31 -August 10,
1988. Under acknowledgments one reads:

This Seminar was sponsored by The Carnegie Corporation, The Ford Foundation, The
Hewlitt Foundation, The Primerica Foundation, and the Rockefeller Brothers Foundation.
This paper is based heavily on, and could not have been written without, research conducted
under the auspices of The National Center on Education and Employment, funded by the
Office of Research, Office of Educational Research and Improvement of the U.S. Department
of Education. The paper also relies on research funded by the National Assessment of Vo-
cational Education.

An excerpt from Dr. Berryman's resume, which was attached to her paper, follows:

1973-1985 Behavioral Scientist, Behavioral Sciences Department, The RAND Corporation,
Santa Monica, California, and Washington, D.C.

Analyzed individuals' educational and employment choices and the nature and conse-
quences of military, corporate, and federal human resource policies.

The table of contents of Dr. Berryman's report is reproduced here:
I. A FRAME OF REFERENCE

The "Effective" Eighties : c. 1988

245

II. THE TRANSFORMATION OF THE AMERICAN ECONOMY

HOW DO WE KNOW WHAT IS HAPPENING?
SKILL TRENDS IN EMPLOYMENT BY OCCUPATION
INDUSTRY CASE STUDIES: CHANGES IN THE NATURE

AND STRUCTURE OF WORK
RECONCILING OCCUPATIONAL COUNTS AND INDUSTRY

CASE STUDY RESULTS

III. ELEMENTARY AND SECONDARY EDUCATION: A PICTURE OF

DISCONNECTIONS

WHAT DO WE NEED TO TEACH? TO WHOM? WHEN? HOW?

What Do Students Need to Learn?

Who Should Learn?

When Should They Learn?

How Should These Skills Be Taught?

Vocabulary and Accountability
EMPLOYERS AND EDUCATORS: ARE THEY LOOKING

THROUGH THE SAME GLASSES?
THE SIGNALLING SYSTEM BETWEEN SCHOOLS AND LABOR

MARKETS

THE STRUCTURE OF INDUSTRIES AND THE RESTRUCTURING OF

AMERICAN COMPANIES: ANY LESSONS FOR RESTRUCTURING SCHOOLS?

The Structure of Industries

The Restructuring of American Companies

IV. ECONOMIC CHANGES THAT AFFECT POST-SECONDARY

EDUCATION AND TRAINING

COLLISION BETWEEN HUMAN CAPITAL DEMAND AND SUPPLY
EMPLOYERS' TRAINING INVESTMENT PATTERNS AND

THEIR CONSEQUENCES
ARE EMPLOYER TRAINING INVESTMENT PATTERNS CHANGING?

V. EDUCATION AND THE ECONOMY: WHAT IS THE FEDERAL ROLE?

REFERENCES

Excerpts from the body of the paper follow:

WHAT DO WE NEED TO TEACH? TO WHOM? WHEN? HOW?

As the educational implications of the restructuring American economy become clearer, the
incomplete — sometimes perverse — nature of current education reforms emerges.

Those reforms targeted at improving students' academic skills are clearly appro-
priate — up to a point, academic and work-related curricula should be the same. However,
documented changes in the nature and structure of work and advances in cognitive science
argue for a second wave of reform that involves fundamental changes in what we teach, to
whom we teach it, when we teach it, and how we teach it. In other contexts I have talked
about this second wave of reform as "shadows in the wings" for the simple reason that — to
shift metaphors — this airplane is not yet ready to fly. The issues raised here pose formidable
research, development, and evaluation challenges in areas such as curriculum (and associ-
ated textbook or software materials), pedagogy, the preparation of teachers, concepts and
measures of accountability, and school structure.

What do industry studies imply about the core skills that students need to learn? Eco-

246

nomic changes certainly imply the need for good academic skills. Perhaps the most profound
educational implication of computers in the workplace is that they force a replacement of
observational learning with learning acquired primarily through symbols, whether verbal or
mathematical (e.g., Scribner and Cole, 1973; Bailey, 1988)....

As the labor force becomes increasingly multicultural and job content changes rapidly
and in confusing ways, communication problems also increase between workers, generating
the need for interpersonal communication and conflict resolution skills....

WHO SHOULD LEARN?

The skills just described are generic in that, in general, they cut across industries and oc-
cupations. Thus, everyone needs to learn them, not just some people. This does not mean
that everyone needs to learn them in the same way. It does mean that for these skills, our
educational objectives for everyone need to be roughly the same.

The idea has been most problematic for higher order cognitive thinking. Like other
industrialized nations, the United States has harbored two quite distinct educational tra-
ditions — one concerned with elite education, the other with mass education. As Resnick
[Lauren] (1987a) points out, these traditions conceived of schooling differently, had dif-
ferent clienteles, and held different goals for their students. Thus, although "...it is not new
to include thinking, problem solving, and reasoning in someone's curriculum, it is new to
include it in everyone's curriculum."...

WHEN SHOULD THEY LEARN?

Early. We usually think about preparing students for the labor market during high school.
However, we are talking generic work-related skills here, not occupationally specific ones;
for these high school is too late. It is implausible to think that high school sophomores
educated in a passive learning regime for the first nine years of their schooling can learn
to self-regulate their learning in the tenth year. We can make analogous arguments about
learning how to learn, about learning how to function effectively in teams, or about learning
how to resolve conflicts.

For example, as Resnick (1987a) notes, the most important single message of modern
research on the nature of thinking is that the kinds of activities traditionally associated with
thinking are not limited to advanced levels of development.

These activities are an intimate part of even elementary learning.... In fact, the term "higher
order" skills is probably itself fundamentally misleading, for it suggests that another set of
skills, presumably called "lower order," needs to come first. This assumption... implicitly...
justifies long years of drill on the "basics" before thinking and problem solving are de-
manded.... Research suggests that failure to cultivate aspects of (higher order cognitive)
thinking may be the source of major learning difficulties even in elementary school.

This section relies heavily on pioneering work in cognitive psychology, cognitive sci-
ence, and cognitive anthropology on non-school learning and its implications for how we
structure formal learning. At the heart of this research is the presumption that intelligence
and expertise are built out of interaction with the environment, not in isolation from it. This
work implicitly challenges our traditional distinctions between "head" and "hand," between
"academic" and "vocational" education, between "education" and "training," and between
school-based and work-based learning.

Coming out of this stream of research is a much clearer sense of how school-based
learning and non-school-based learning differ from each other. In a bravura synthesis of

The "Effective" Eighties : c. 1988

247

the work in this field, Lauren Resnick (1987b) delineates four broad contrasts between in-
school and out-of-school mental activity that raise profound questions about the utility and
effectiveness of schooling for all non-school activity, including work of all types and for all
learners, whether at-risk, or not-at-risk. They stimulate us to rethink — radically rethink — how
we teach in school.

The first contrast is between individual cognition in school versus shared cognition
outside. Although group activities occur in school, students are ultimately judged on what
they can do by themselves. Much of the core activity of the school — homework or in class
exercises — is designed as individual work. For the most part, students fail or succeed at a
task independently of what other students do (aside from grading on a curve) . By contrast, a
great deal of activity outside of school is socially shared: work, personal life, and recreation
take place in social systems in which what one person is able to do depends fundamentally
on what others do and in which "successful" functioning depends upon the mesh of several
individuals' mental and physical performance. This contrast argues for much more team
and co-operative learning, the student being accountable for both individual and team per-
formance, (p. 21)

[Ed. Note: The above emphasis on group learning, group cooperation, etc., reminds me of a
comment made by a lady in the audience when I was giving a speech on education restructuring
with its emphasis on the need for cooperative learning and how cooperative learning is used
in communist countries. She recounted an incident which occurred while visiting relatives in
the Ukraine (part of the former Soviet Union) . A fire broke out in the house one evening and,
instead of her relatives using their individual brains and ingenuity to put it out, (assuming
individual responsibility), everyone sat on the couch and franticly stared at one another, not
knowing how to deal with the situation.]

The East Gibson County (Indiana) Group, known as "Jeannie's Group," opposed the use of

Tactics for Thinking, developed by Robert Marzano in 1988. 19 After long and heated discussions
with the school system, the superintendent suddenly notified the group that he had arranged
for a debate to be held in two days! Short notice, considering the fact that he carefully ne-
glected to inform them until the day of the debate that they would be debating outside experts.
And, experts they were — no less than Ronald Brandt of the Association for Supervision and
Curriculum Development (ASCD) and Professor Ed Jenkins of Indiana University. A firsthand
account of a portion of the debate follows:

[Pat Burkhart, one of the East Gibson County Group debaters] "We would like to do some
demonstrations for you. . . . The first one is yoga (demonstrated) .... The second exercise is self
hypnosis. . . . These instructions. . . came from an article in The Readers' Digest (demonstrated) ....
The third exercise is a semi-trance. This is the semi-trance in the Norman-Lindsay book Hu-
man Information Processing referenced by Marzano in Tactics for Thinking, 'Unit 1 : Attention
Control' (demonstrated) .... The fourth exercise is the Involuntary Attention-Orienting Reflex.
These steps come from the book The Working Brain by Alexandr Luria [of Russia] which
is also referenced in the Tactics for Thinking manual by Marzano (demonstrated) . The last
exercise is Marzano's Attention Control in the Tactics manual. As a volunteer, we have an
8-year-old child who understands the difference between acting and reality. We thought this
appropriate — to use a child — since Marzano does. The difference is, our child knows what
we are doing, but Marzano's victims don't.

"Please tell us what is the difference? The thing that is really silly is that we are sup-

248

posed to believe that this is higher order learning — that it is learning to learn.... This is
learning to have your conscious mind sedated and using only your unconscious mind which
processes everything indiscriminately. . . . There isn't much going on here besides a form of
self-hypnosis."

In conclusion, the opponents of Tactics for Thinking asked Joan Gubbins, former Indiana
state senator and presidentially appointed member of the National Council for Educational
Research, to read the following:

If we turn to Marzano's conclusions at the end of his evaluation, he states, and I quote:
"These findings can not be considered stable." Do you understand what all of this says?
Marzano himself says his evaluation of this experimental program is unreliable.... Noth-
ing is said about improvement of performance on standardized achievement tests by the
students used in this field testing. However, in a program Marzano reported on in 1984
[he admitted that] "a decrease in math and reading achievement was indicated on stan-
dardized tests."

The August 1988 issue of Education Update, published by the Association for Supervision
and Curriculum Development (ASCD), carried an article entitled "Tactics for Thinking Attacked
in Washington, Indiana" which said, in part:

Tactics for Thinking, a framework for teaching thinking developed at the Midcontinent Re-
gional Educational Laboratory (McREL) and published by ASCD in 1986, has recently been
the target of critics who argue that it "brainwashes" children and advances a "New Age"
agenda of one-world government. The problems first occurred in Battle Ground, Washington,
and have surfaced in at least one other Washington community and in two Indiana towns.

Tactics, according to ASCD Executive Editor Ron Brandt, "gives teachers a practical
way to teach their students to think well. " The program teaches 22 skills divided into three
categories: Learning-to-Learn Skills, Content Skills, and Reasoning Skills.... For example, a
unit of the program on "attention control" describes how adult learners are able to disregard
distractions and concentrate on a particular subject, which helps their performance. The
Tactics Trainer's Manual suggests an exercise in which participants can be voluntarily con-
trolled. Although the strategy may seem ordinary, critics of Tactics in East Gibson, Indiana,
said it "is the same technique used by hypnotists, used in mind control, and in New Age
meditation."

...Marzano denied that Tactics is controversial or contains sensitive material, asking,
"How can teaching kids to control their attention in class so they can learn more be con-
troversial? "

Paul Drotz, an assistant superintendent in the South Kitsap, Washington school district
where Tactics was challenged, said that "the vocabulary used in the program left us pretty
open to attacks. I could change 12 words and local critics would have a difficult time attacking
it. " Judy Olson, a consultant hired by the Washington ASCD to train teachers in Tactics, said
she advised trainees to call one unit "pay attention" rather than "attention control." Because
of the controversy, however, the Washington ASCD will no longer provide Tactics training,
although it will still build awareness of it, members of the group's governing board said.

...Marzano said that development and field testing of Tactics was "typical," and that the
screening process, which included review by eight nationally recognized experts in critical
thinking, was more thorough than normal.... ASCD has sold more than 17,000 teacher's
manuals, 3,600 trainer's guides and 550 videotapes since it began publishing the program.
Marzano estimates that 20,000 teachers have been trained in the program.

The "Effective" Eighties : c. 1988

249

Brandt suggested that school districts involve board members, teachers, and the com-
munity early on in deciding whether and how Tactics might be used in the system. ASCD
will continue to closely monitor any instance in which the program is challenged. Anyone
knowing of such incidents should write Brandt at ASCD headquarters, 1703 Beauregard St.,
Alexandria, VA 22311-1714.

[Ed. Note: The Tactics program, or a similar critical thinking program using another title, could
well be part of the curriculum in each of the 16,000 school districts in the nation, since it takes
only one of those 20,000 teachers in each district to train other teachers. It was, however, not
adopted in East Gibson County, Indiana.]

The August 11, 1988 edition of Education Daily covered the National Citizens Alliance
Press Conference held at the National Press Club in Washington, D.C. Excerpts follow:

GROUP ASKS EDUCATION DEPARTMENT TO STOP FUNDING "MIND-CONTROL" CUR-
RICULA, END SOVIET EXCHANGES

A citizens group headed by a former Education Department official asked ED to stop pro-
moting curriculum the group says controls students' minds.

The National Citizens Alliance (NCA), a group of parents and teachers, alleged at a
Washington, D.C. news conference yesterday that ED is promoting "mind-control" curricula
that use hypnosis-like techniques to foster concentration.

NCA wants to "get the federal government to stop pouring millions of dollars" into the
"development of mind-control programs currently sweeping through American schools," said
Charlotte Iserbyt, who served as senior policy advisor in ED's Office of Educational Research
and Improvement from 1981 to 1982 and is NCA's East Coast coordinator. Iserbyt called on
Education Secretary William Bennett and other federal officials to:

End federal funding and promotion of programs such as Tactics for Thinking, which is
used in Indiana schools. 20 NCA says the curriculum "employs hypnotic-like processes and
altered states of consciousness techniques on children";

Cancel the education portion of the 1985 exchange agreement between the United States
and the Soviet Union, which NCA says allows dissemination of "communist propaganda"
through global teaching methods and the joint development of textbooks and computer
software; and

Force Pennsylvania to ask parental consent before using its Educational Quality As-
sessment test, which NCA says uses "psychological and psychiatric testing" in violation of
the federal Protection of Pupil Rights Amendment [Anita Hoge case against the Pennsylvania
Department of Education] .

NCA also criticized ED's National Assessment of Educational Progress for tracking
student attitudes and behavior, saying that obtaining such information violates privacy rights
and could lead to behavior modification nationwide.

Secretary Bennett's spokesman Loye Miller said he is not aware of the complaints to
which NCA refers. An OERI spokesman declined to comment. — Christopher Grasso

A MAJOR REPORT ENTITLED THE FORGOTTEN HALF: PATHWAYS TO SUCCESS FOR AMERICA'S Youth

and Young Families was published by the W.T Grant Foundation's Commission on Work,
Family and Citizenship. 21 The November 23, 1988 issue of Education Week carried an item on

250

the report which stated that service projects and community service were recommended as a
requirement for graduation. An excerpt from the article follows:

The report recommends that schools and communities "establish attractive service oppor-
tunities" for young people and either include service projects as part of the curriculum or
require a specified amount of community service as a requirement toward graduation. The
report also encourages "partnerships between business and state and local governments that
provide opportunities for job training."

A RECAP OF A 1988 INVITATIONAL CONFERENCE IN THE U.S.S.R. ENTITLED "CHILDREN, Computers

and Education," written by David Porteous, contract coordinator for the School of Social Work,
University of Connecticut, West Hartford, Connecticut, was published in the 1988/1989 issue
of T.H.E. Journal (technology journal). 22 Excerpts follow:

Recently, educators from the United States, Canada, West Germany and the Netherlands
met with counterparts from the Soviet Union and Bulgaria in an historic first — an invitational
conference in the U.S.S.R. titled "Children, Computers, and Education."

The word "informatics" is used in Russian to denote the principles underlying the
operations of computer hardware and software. Informatics seems to encompass the elec-
tronic and algorithmic systems of computers. Dr. Alexey Semenov of the Soviet Academy of
Sciences said algorithmic thinking is embedded in the Soviet's educational system and fun-
damental to their understanding of cognition. This fits with the Soviet schools' high regard
for mathematics and physics....

Semenov's presentation on the history and present status of algorithmics in Soviet
schools started with the fact that their schools have used programmed instruction since
the 1960s.... As might be expected, LOGO is held in high esteem in the Soviet Union and
Seymour Papert works with some Soviet schools....

There was hope among the leaders with whom we talked that computers will become
seen and used in more diverse ways throughout the curriculum. Certainly the goals of
Gorbachev's Perestroika include the restructuring of schools, along with other institutions
and the economy, and a subsequent technological boost to the country. With the broad cur-
riculum reforms and structural changes occurring in schools today and in the near future,
the computer could expedite this process....

MODEL SCHOOL

Most schools have one or more sponsors, such as factories, institutes, universities, which
provide materials, professional assistance and a place for students in the upper forms to
do practical work for three to four hours a week, including computer programming. School
#344 has close ties with a university and a technical institute, for instance [same as USA
School-to- Work proposals, ed.]....

...The informatics curriculum, with objectives broader than computer use, is taught
even when students do not have access to a computer....

We were told that this conference, from Leningrad to Moscow to Zvenigorod, had begun
to open many minds as to what is possible with computers and children beyond the formal
informatics curriculum. Professional respect and relationships have developed among partici-
pants. We could not have heard better news for our efforts to achieve a major step towards
a productive global discussion of how all children can benefit from an informed use of CAI
[computer-assisted instruction/programmed learning] in the world's classrooms.

The "Effective" Eighties : c. 1989

251

1989

In an article in the January 25, 1989 issue of Education Week Chester E. Finn, Jr, former
head of the U.S. Department of Education's research branch, told business leaders in Wash-
ington that he favored the development of a "national curriculum."

Rushworth Kidder, president of the Institute for Global Ethics with offices in Camden,
Maine, and London, England, wrote Reinventing the Future: Global Goals for the 21st Century,
published by The Christian Science Publishing Society (MIT Press, Cambridge, Mass, 1989)
which covered the dialogue between 35 notables from 12 nations gathered at "Wingspread"
in Racine, Wisconsin in April of 1989. The Christian Science Monitor, the Johnson Foundation
and the University of Maryland-Baltimore County sponsored the event. In his book Kidder
stated that the conference included "everything that sounded like a reasonable goal for the
year 2000," among which were the following: "Educate children in the context of one world;
Develop educational curricula that reflect the realitites of global interdependence; Promote
community service; Inculcate a healthy skepticism for authority; Reduce the share of GNP
(Gross National Product) devoted to military spending; and Strengthen the role of the United
Nations and other multilateral forums."

In a July 5, 1994 letter from Mr. Kidder to Mr. David Zanotti, president of the Northeast
Ohio Roundtable, Kidder described the work of his Institute for Global Ethics as follows:

The Institute for Global Ethics is an independent, non-profit educational organization
specifically dedicated to promoting the discussion of ethics in a global context. Taking a jour-
nalistic rather than an academic approach, we see our task as responding to the ever-growing
need for identifying and describing standards of ethical values throughout the world. We
don't dictate what those values should be. Instead, we try to help discover what they actu-
ally are — and to promote their discussion and application in ways that are non-threatening,
inclusive, and conflict-resolving.

The Institute has a national board of directors, an international advisory council, a
network of nationwide and global connections, and a membership base of some 2,500 indi-
viduals in the United States and around the world. Some of our activities [from which the
writer has selected only a few] include:

• Global Values Survey. We are currently carrying out a multi-country survey of values
and ethics to help us understand the core values that unite various cultures as well
as the different ways each culture defines an ethical decision. The pilot survey, car-
ried out among samples of business leaders in Japan, India, and the United States,
was completed in June. We're now laying plans to launch a full-scale survey of
individuals in business, politics, medicine, journalism, and other sectors of society
in 12 nations. [The Institute was awarded a $450,000 grant from the WK. Kellogg
Foundation of Battle Creek, Michigan to accomplish this survey, ed.]

• Education. The Institute works actively with several school districts and educational
organizations in the United States on character education, seeking ways to help
schools and communities find the core, shared values among their constituencies
that can form a basis for discussions of ethical issues in the schools. We've produced
an award-winning half-hour video, Personal Ethics and the Future of the World, de-
signed for use in schools and with audiences of all ages. And we've also published

252

a booklet, Character Education: Lessons from the Past, Models for the Future, by
Professor James Leming of Southern Illinois University.

• Seminars. We are currently working with several clients (including the J.M. Smucker
Company, Lancaster Laboratories, Inc., and the Council on Foundations in Wash-
ington, D.C.) to provide ethics training programs. We have trained more than 1,000
executives and managers in day-long, intensive seminars, and developed a train-
the-trainers program as well. Our goal is to encourage what we call "ethical fit-
ness" — which, like physical fitness, needs to be practiced, developed and applied.

• Radio. Our newest venture is a one-hour Public Radio program titled "Let's Be Hon-
est — Ethical Issues of the '90s." Featuring a three-person panel and a moderator, the
program focuses on the moral and ethical aspects of a specific topic drawn from the
week's news and encourages on-air telephone calls from listeners. Pilot versions of
the program, aired on Maine Public Radio, have been very well received, and plans
are afoot to develop a version of the program for a national audience.

[Ed. Note: Kidder's Global Ethics program is another example of the problem with character
education as a whole: basing character, values and ethics on consensus decisions by a group
instead of absolute, enduring principles.]

Kent Tempus wrote "Education in the Future: 21st Century Schools Will Offer Learning
for All Citizens" for The Muscatine [Iowa] Journal's April 22, 1989 issue. Excerpts follow:

Schools in 21st Century Iowa will be hubs of their communities], providing broad learning
opportunities for all citizens, according to the director of the Iowa Department of Education.
William Lepley says future schools will be centers for family and social services as well.
"Society in the year 2010 has realized that the school is the single societal institution that can
truly be an advocate, a resource, and a catalyst for children and families, as well as learners
of all ages," Lepley said.... Students' evaluation will improve. Instead of grades, students will
be assessed not on the work they complete, but on the skills they master, he explained.

Community service will be a graduation requirement. Also, educational opportunities
are available for all citizens from preschool to adults. The school year won't be restricted
to 180 days of 5-1/2 hours each, because flexible schedules and teacher contracts will per-
mit year-round learning, he said. "Teachers in ideal schools are managers of the learning
environment," Lepley said. "The teacher has been given the tools to be able to diagnose
learning needs and to prescribe appropriate activities." Schools themselves will change too,
Lepley noted. The ideal school houses social agencies such as health, job, and human service
agencies, child care and serves as the community's senior citizen volunteer center, he said.
And adults come to ideal schools — open round the clock — for educational opportunities
ranging from childbirth and parenting classes to pre-retirement planning, he added. In the
ideal community, Lepley said, the superintendent coordinates children and family services,
in addition to education.

[Ed. Note: Lepley used the term "hub" in this article and in a pamphlet distributed widely
across Iowa to describe the school of the future which will encompass numerous social ser-
vice agencies, health care, job training, child care, etc. This concept mirrored the Community
Education plans promoted by the Mott Foundation of Michigan and incorporated into federal
grantmaking under the Elementary and Secondary Education Act of 1965.

The "Effective" Eighties : c. 1989

253

A multitude of state reform plans in the early 1990s include diagrams of this same plan,
exhibiting the school as the center (or "hub") of the community; significantly, some diagrams
show churches, recreation and other private aspects of life encompassed within the "hub"
concept. With the advent of school-to-work programs, the concept has been expanded to
include "one-stop training centers" for workforce development and placement. Children who
don't pass the proficiency assessments will be sent through these "centers" for services and
remediation which will rely on operant conditioning methods to ensure "success".

Substitute "government" for schools like this "hub" plan and what political/economic sys-
tem do we have? Who exactly asked for — voted for? — this alien "education" system which places
our citizens and communities under the control of the unelected school superintendent?]

Barry Bear, a mildly retarded 11-year-old Indian boy living on a reservation and being
taught at home by his mother, was declared a "child in need of assistance" (CINA) by a land-
mark Iowa Supreme Court decision on May 17, 1989. Barry Bear was removed from his home
when the court cited "his parents' failure to exercise a reasonable degree of care in supervising
him" because he was not in school. His parents had been previously jailed for violating the
state's compulsory attendance (truancy) law. This precipitated the filing of a CINA petition,
leading ultimately to the legal challenge which resulted in the Iowa Supreme Court decision.
According to "The Tama Story: Educational Tyranny in Iowa," an article by Samuel Blumen-
feld, 23 the following occurred:

[The State of Iowa] wanted to establish a legal precedent whereby home-schooled children
could be removed from parents found guilty of violating the compulsory attendance law.

The juvenile law states that a child in need of assistance is a child (1) whose parents
physically abused or neglected the child, (2) a child who "has suffered or is imminently likely
to suffer harmful effects as a result of the failure of the parent... to exercise a reasonable
degree of care in supervising the child," or (3) a child who is in need of treatment for seri-
ous mental illness or disorder.

Definition two is the one the State decided could be effectively used to prosecute Barry
Bear's parents. It is also vague enough, wide enough to include fundamentalist Christian
home schoolers. After all, the State can always get humanistic psychiatrists, psychologists,
guidance counselors, and other "experts" to testify that keeping a child out of public school
can cause "harmful effects" by depriving the child of needed socialization....

...Barry was taken from his family and placed in foster care.

[Ed. Note: This ominous decision was supposed to have created court case precedent in Iowa
and around the country. A handful of heroic homeschoolers stopped these efforts; at the same
time foiling a truancy bill in the Iowa legislature that would have allowed — even mandated — a
homeschooled child to be removed from his parents and placed into foster care. The Barry
Bear case provides a snapshot of the future, of the "penalties" that will be imposed on parents
who fail to comply with various aspects of compulsory attendance and testing laws. The full
weight of this "hammer" will be felt when school-to-work certification requirements and newly
proposed "performance-based" national standards and assessments for "accountability" and
"quality" are imposed on all children, including the homeschooled. It should be noted that
no national organization assisted in the grassroots homeschoolers' resistance, on behalf of the
Bear family, to these aggressive state actions.]

254

The National Governors' Association (NGA) Education Summit was convened in 1989 by
President George Bush at the University of Virginia in Charlottesville, Virginia. The NGA un-
veiled America 2000 — now known as Goals 2000 — and its six national education goals (which
have now been increased to eight) . These goals have served to carve into stone controversial
"education" practices thoroughly exposed in this book, and to lay the foundation for activating
school-to-work initiatives. The goals are as follows:

GOAL 1. By the year 2000, all children will start school ready to learn.
GOAL 2. By the year 2000, the high school graduation rate will increase to at least 90
percent.

GOAL 3. By the year 2000, all students will leave grades 4, 8, and 12 having demon-
strated competency over challenging subject matter including English, mathematics,
science, foreign languages, civics and government, economics, arts, history, and ge-
ography, and every school in America will ensure that all students learn to use their
minds well, so they may be prepared for responsible citizenship, further learning,
and productive employment in our Nation's modern economy.

GOAL 4. By the year 2000, the Nation's teaching force will have access to programs
for the continued improvement of their professional skills and the opportunity to
acquire the knowledge and skills needed to instruct and prepare all American stu-
dents for the next century.

GOAL 5. By the year 2000, United States students will be first in the world in mathe-
matics and science achievement.

GOAL 6. By the year 2000, every adult American will be literate and will possess the
knowledge and skills necessary to compete in a global economy and exercise the
rights and responsibilities of citizenship.

— Later Additions —

GOAL 7. By the year 2000, every school in the United States will be free of drugs,

violence and the unauthorized presence of firearms and alcohol and will offer a

disciplined environment conducive to learning.
GOAL 8. By the year 2000, every school will promote partnerships that will increase

parental involvement and participation in promoting the social, emotional, and

academic growth of children.

[Ed. Note: In 1999, ten years later, the National Education Goals Panel recommended chang-
ing the name Goals 2000 to America's Goals since the goals would not be reached by the year
2000— thanks to intense opposition to Goals 2000 from teachers and parents, who considered
it a corporate/federal takeover of the nation's schools.]

The July 5, 1989 issue of The New York Times carried an article by Edward B. Fiske
entitled "Lessons — in the quiet world of schools, a time bomb is set for 1993 on certifying
teachers." An excerpt follows:

The new national system will not replace those now in use. Rather, it will offer a new vol-
untary credential to experienced teachers willing to undergo classroom observations and
a battery of sophisticated new tests of their pedagogical expertise. The system is modeled
on professional specialty boards in, say, medicine, through which doctors who are already

The "Effective" Eighties : c. 1989

255

licensed to practice obtain an additional prestigious credential. . . . For each of these credentials
the task is to figure out "what teachers should know and be able to do." Then designers
must devise ways of measuring teachers using new techniques like video simulations of
classroom situations. All in all, it's a five-year, $50 million project for which the National
Board [National/Carnegie Board for Professional Teaching Standards] is seeking Federal,
corporation and foundation support.... The National Board has thus signaled that four years
from now it intends to start issuing credentials based on the image of a teacher who would
have a hard time functioning in most public schools today. The choice would seem to be
either to back away from this image or put pressure on schools to change. . . . David Kearns,
Chairman of the Xerox Corporation and a member of the board, believes schools should
change. "Schools must find ways of driving decision-making down to the people who actu-
ally do the teaching," he said.

The Bangor [Maine] Daily News of July 18, 1989 carried an Associated Press item en-
titled "Long- Awaited National Teaching Certificate Detailed" which described in a nutshell
the so-called "voluntary" national teacher certification system first called for in 1986 by the
Carnegie Forum on Education and Economy report, A Nation Prepared: Teachers for the 21st
Century. Excerpts from the article follow:

Teachers will be rigorously tested on their specialty, teaching techniques and knowledge of
child development under a voluntary national certification system outlined Monday by an
independent panel.

With its new national credential, to be offered in 29 fields starting in 1993, the Na-
tional Board for Professional Teaching Standards says it hopes to dispel the myth that "any
modestly educated person with some instinct for nurturing has the requisite qualifications
to teach."

The private group said it hopes that the system will also lead to improved teacher
training and, ultimately, to better-educated children.

"The process will push the renewal of American education a big step closer to real-
ity," former North Carolina Governor James Hunt, chairman of the 63 -member board, said
Monday in releasing the guidelines.

The nation's 2.3 million teachers will need a bachelor of arts degree and at least three
years of experience to apply for certification, according to the blueprint.

Board president, James A. Kelly, said professions such as medicine and law took
decades to set standards for practitioners. He said the teacher standards board, formed in
1987, will compress the process into five years "because we want to influence the quality
of the enormous influx of new teachers needed during the 1990s.... The new credential is
expected to help draw more and better people into teaching and help teachers move into
new roles as mentors, curriculum specialists and other positions requiring expertise or extra
responsibility."

The national board was proposed three years ago. Many were skeptical that its mix
of teachers, government officials, business leaders and higher education representatives
could succeed at what they said was a highly controversial task with uncertain potential to
improve education.

Albert Shanker, president of the American Federation of Teachers and a longtime backer
of national teacher certification, said the criteria laid out Monday prove the skeptics wrong.
"They said it couldn't be done, but we did it," Shanker said. "We can be proud that we have
come so far. "

256

[Ed. Note: If the statement "the National Board for Professional Teaching Standards (NBPTS)
says it hopes to dispel the myth that 'any modestly educated person with some instinct for
nurturing has the requisite qualifications to teach'" is true, then a high percentage of very
successful homeschooling mothers will be expected to close shop — even though their children
are outperforming public education students, receiving scholarships, and being accepted in the
nation's top universities and colleges! As for the NBPTS wanting to "influence the quality of
the enormous influx of new teachers needed during the 1990s" the reader should refer to the
1993 entry which provides the U.S. Department of Education's new definition of "quality."]

An article entitled "The Decade of the Nineties" by Donald Thomas, executive director,
Network for Effective Schools, was published in The Effective School Report for August 1989.
Under the subtitle "Educational Implications" Thomas says:

Operate schools on a year-round basis; train citizens and students in skills and processes of
effective participation in government; develop public policy toward private education....

Desirable future conditions: The economy will be more of an equilibrium economy with
less dependence upon money, and more dependence upon the production and exchange of
goods and services. There will be an increased movement toward cooperation and responsi-
bility for the well-being of others. The civil rights of all individuals will be respected and
taught in homes and schools; a value system will emerge that will give basic human val-
ues — i.e., liberal arts, caring for others, etc. — their proper place. There will be fewer single
family dwellings. Industry will take more responsibility for education, particularly for job
training....

. . . [D] evelop curricula to involve students in anticipating and planning how to welcome
newcomers; use community education to help citizens anticipate and prepare for newcomers;
design and implement statewide parent education and education for responsible parenthood;
institute widespread, effective public education programs on family life; ensure that human
caring will become the focus of curriculum at all levels; develop courses in futuring with
future centers in high schools; involve schools with water commissions, air quality commis-
sions, city councils, county commissions, legislatures and governmental agencies, focusing
on economics, ecology, environment and culture as an integral part of the learning; teach
and practice a win-win philosophy in schools [Deming's TQM] in the place of the present
win-lose philosophy....

CITIZENSHIP

Necessary Quality: Protecting each other from distractive forces.... These are qualities that
can best be learned through practice and experience. Our schools must, therefore, give young
people the opportunities for service to others, practice in public service, and adherence to
personal responsibilities. The basic values of a good and free nation can be learned by young
people when appropriate conditions exist as schools form partnerships with community
agencies for public service projects to be a part of schooling; rewards are provided for en-
couraging young people to perform community service; community service is recognized as
a necessary learning option....

The year 2000 is very near. The sooner we begin the task of improving student achieve-
ment and citizenship, the sooner we will achieve the national objective for adequately
preparing our young people to live in the 21st century; to be broadly literate in a world
community; to be highly skilled in an ever-changing work environment; to be human in a
society of individuals striving for personal satisfaction and security. To achieve this goal we
will need to think differently about schools, about children and about education. We, as a

The "Effective" Eighties : c. 1989

257

nation, must see education as a lifelong process, as occurring in the total community, and
as being the responsibility of everyone.... Our national survival depends on it; the world
expects it, and the children of the world require it.

[Ed. Note: Leaving aside the focus on political correctness, one should be concerned over the
total lack of emphasis on — or even mention of — academics. It would be a grave mistake to dis-
miss this article as the totalitarian ravings of a lesser-known change agent spoken to his closest
change-agent associates. Dr. Thomas, a close friend of the late former Secretary of Education
T.H. Bell and present Secretary Richard Riley, is one of the most important change agents in the
world. He has been responsible for controversial restructuring in several states and has been
involved in exchanges with the former Soviet Union and Eastern European nations which are
implementing Effective School Research. Again, it was he who recommended a $50.00 fine for
parents who refused to volunteer in schools — both in South Carolina and in Utah.]

"Appropriate Education in the Primary Grades: A Position Statement of the NAtional
Association for the Education of Young Children" (NAEYC) was published and distributed in
1989. 24 Excerpts follow:

INTEGRATED COMPONENTS OF APPROPRIATE AND INAPPROPRIATE PRACTICE IN

THE PRIMARY GRADES

Appropriate Practice . The curriculum is integrated so that children's learning in all traditional
subject areas occurs primarily through projects and learning centers that teachers plan and
that reflect children's interests and suggestions. Teachers guide children's involvement in
projects and enrich the learning experience by extending children's ideas, responding to their
questions, engaging them in conversation and challenging their thinking.
Inappropriate Practice . Curriculum is divided into separate subjects and time is carefully
allotted for each with primary emphasis given each day to reading and secondarily to math.
Other subjects such as social studies, science, and health are covered if time permits. Art,
music, and physical education are taught only once a week and only by teachers who are
specialists in those areas.

Appropriate Practice . The goal of the math program is to enable chidren to use math through
exploration, discovery, and solving meaningful problems. Math activities are integrated with
other relevant projects, such as science and social studies....

Inappropriate Practice . Math is taught as a separate subject at a scheduled time each day. A
math textbook with accompanying workbooks, practice sheets, and board work is the focus
of the math program. Teachers move sequentially through lessons as outlined in the teacher's
edition of the text.... Timed tests on number facts are given and graded daily. Competition
between children or groups of children.... is used to motivate children to learn math facts.

Renewal of U. S.-Soviet Education/Cultural Agreements in 1989 called for PLAcing
statues of Soviet cultural figures on United States territory.

In 1989 the Association for Supervision and Curriculum Development's (ASCD) Elementary

258

Global Education Framework entitled "Elementary Education for the 21st Century: A Planning
Framework Based on Outcomes" announced on its title page the following:

The realities of the globally interconnected and culturally diverse world of the 21st century
require an education for all students that will enable them to see themselves as —

HUMAN BEINGS
whose home is
PLANET EARTH
who are citizens of a
MULTICULTURAL DEMOCRATIC SOCIETY
in an increasingly
INTERCONNECTED WORLD
and who

LEARN, CARE, THINK, CHOOSE, and ACT
to celebrate life on this Planet
and

to meet the global challenges confronting Humankind

Key global challenges at the outset of the 21st century are in the areas of improving and
maintaining the quality of the ENVIRONMENT, improving and maintaining HEALTH AND
WELL-BEING, assuring HUMAN RIGHTS, and reducing VIOLENCE AND CONFLICT.

This ASCD framework was used by the Eugene, Oregon School District 4J as a guide for de-
velopment of their Education 2000 Elementary Integrated Curriculum K-5. 25 Excerpts from the
"Guide" to be used by teachers involved in curriculum implementation follow:

District 4J Mission

Investing in Students
Creating the Future
Eugene's Elementary Program's Mission
To Instill in Each child

• a sense of self worth

• a respect for the earth and all peoples

• and a commitment to the pursuit of life-long learning....

One of the five priorities established in the District's future planning report in 1988-1989
addressed the need to design an appropriate education for an information age.... Some of
the skills and knowledge that students will need to acquire include:

1. managing information and learning to learn (i.e., problem solving, critical thinking,
applying knowledge, making decisions and judgments);

2. understanding and participating in the arts;

3. interpersonal and intrapersonal skills;

4. global perspectives; and

5. using appropriate technology...

After careful consideration of the educational needs of students preparing for the 21st
century, the writing committee defined its task as developing a more conceptual-based cur-

The "Effective" Eighties : c. 1989

259

riculum with essential skills at its core. A conceptual-based curriculum is structured around
broad-based themes that allow for the integration of skills and subject matter rather than
emphasizing disjointed, small, unrelated chunks of information.

Curriculum Strands

How is the content of the curriculum organized?

In place of the eight traditional disciplines around which the former curriculum was orga-
nized, the Education 2000 Curriculum is organized around three curriculum strands.. . . 1) The
Human Family, 2) Our Planetary Home and Its Place in the Universe, and 3) Understanding
and Fulfillment of the Individual.

Core Skills

What skills are included in the curriculum? Core essential skills include physical, social, and
thinking skills incorporating language arts and mathematics.

Major Themes and Concepts

What major themes and concepts are included? The Education 2000 Curriculum includes six
major themes: Communities, Change, Power, Interactions, Form and Systems.

Characteristics of the Curriculum

What are some of the characteristics of the new curriculum? First, it expands the traditional
understanding of "basic skills" to include dimensions of thinking as well as language arts,
mathematics, physical and social skill development.

It shifts what is required from many individual bits of content to major themes and
related concepts.... With the former curriculum, elementary students were expected to mas-
ter 2,175 separate bits of information that included skills, concepts and content organized
within eight discrete disciplines. The new K-5 Education 2000 Curriculum requires mastery
of only six major themes, 60 concepts and 132 core skills organized within three curriculum
strands. This revision greatly reduces the fragmented nature of the former curriculum and
significantly decreases the number of specific requirements to approximately one-tenth of
the original number.

[Ed. Note: ASCD's involvement in this local school district's curriculum was a logical follow
up to its involvement from the beginning in Robert Muller's World Core Curriculum, upon
which District 4J's curriculum was based. According to an article entitled "Educator Proposes a
Global Core Curriculum" by Susan Hooper which appeared in the November 27, 1985 issue of
Education Week, Gordon Cawelti, executive director of ASCD, in an address to educators from
twelve Western nations and Japan, urged them to press for the development of a world core
curriculum based on knowledge that will ensure "peaceful and cooperative existence among
the human species on this planet." Education Week explained, "Cawelti's world core curriculum
would be based on... proposals put forth by Robert Muller, Assistant Secretary General of the
United Nations, in his recent book New Genesis: Shaping a Global Spirituality."

Of additional significance is the fact that Willard Daggett's International Center for
Leadership in Education discussed the Eugene District 4J in an article entitled "Cyber High
School" in its March 1998 issue of Model Schools News. Regarding the Center's selection of
Cyber High School, Eugene 4J School District, Eugene, Oregon as one of its model schools,
the article states:

For the first time in human history, teacher, learner, and learning material do not have to

260

be in the same place at the same time. This concept has the potential of revolutionizing
education, considering the fact that where students live has always been the single greatest
factor influencing the quality of their education, albeit one often overlooked. The truth of
the matter is that what street they lived on, what town they lived in, what state and country
determined what classes they could take, the quality of teachers they could expect, and who
their classmates would be. But all that is about to change.... Courses offered also include
several inventive multidisciplinary subjects such as "Baseball: Its Impact on American So-
ciety and World History through Film, " not to mention the fact that all of the courses offer
a global classroom and a multi-cultural perspective.]

the Autumn 1989 issue of The 2020 Newsletter published by IMTEC, a Norwegian edu-
cation association, 26 revealed the fact that as they push forward with their own International
Learning Cooperative, Europeans were embracing the American Tactics for Thinking program
developed by the U.S. Department of Education's MidContinent Regional Laboratory (McREL) .
Of interest is the fact that Shirley McCune (referenced several times in this book) was senior
director of McREL at the time the activities described in The 2020 Newsletter were taking place.
This newsletter illustrated clearly the extent of internationalization of not only curriculum,
but instruction, assessment and administration. IMTEC reported:

The IMTEC training program for school-based development consultants is going on at pres-
ent in two countries: Germany... the Netherlands. We are also planning a renewed program
in Norway. We are also in the planning stage of this program in the U.K.

A section of IMTEC's newsletter entitled "Cooperation with McREL" made the following state-
ments:

The Second "School- Year 2020" International Conference held in Colorado, October 1988,
was a joint undertaking by McREL (the MidContinent Regional Educational Laboratory) and
IMTEC...

Our cooperation with McREL will continue. A Development Group represented by people
from McREL and IMTEC is presently working on new programs building on McREL's Achiev-
ing Excellence Program (A + ) and IMTEC's IDP, the Institutional Development Program....

McREL's A + is a site- or school-based management system. It organizes and uses re-
search-based knowledge to increase educational efficiency, effectiveness and excellence. . . .
The A + management system also provides unique assessment tools for maintaining progress
and redirecting energy. Pilot programs of A + will take place in the Netherlands, in the UK,
and most likely Norway during 1989/90....

THINKING SKILLS

IMTEC is presently developing a new "Thinking skills" program, building upon development
work in several countries. Central to our interest has been the "Tactics" program developed
by McREL.

[Ed. Note: The above relates to Effective School Research, OBE, ML, PPBS, etc.; what is being
sold to Americans as "local control" or "localism" is in fact "global." In addition, the "Tactics"
program is the same Tactics for Thinking discussed in the 1988 "Jeannie's Group" entry in
this book.]

The "Effective" Eighties : c. 1989

261

Soviets in the Classroom: America's Latest Education Fad written by this writer in

1989 (published four years after the fact by America's Future, Inc.), details the U.S. -Soviet and
Carnegie- Soviet education agreements. (For full text of this pamphlet, see Appendix XXIII.)
Two excerpts dealing with the specific agreements follow:

The agreements call for "Cooperation in the field of science and technology and additional
agreements in other specific fields, including the humanities and social sciences; the facili-
tation of the exchange by appropriate organizations of educational and teaching materials,
including textbooks, syllabi and curricula, materials on methodology, samples of teaching
instruments and audiovisual aids. . . exchange of primary and secondary school textbooks and
other teaching materials... the conducting of joint studies on textbooks between appropriate
organizations in the United States and the Ministry of Education of the U.S.S.R."...

2. The Carnegie Corporation's exchange agreement with the Soviet Academy of Sciences has
resulted in "joint research on the application of computers in early elementary education,
focusing especially on the teaching of higher level skills and complex subjects to younger
children." ("Higher level skills" is often a euphemism for "critical thinking skills.") Carnegie's
1988 one-year $250,000 grant is funding implementation of this program, coordinated on the
American side by Michael Cole, director of the Laboratory of Comparative Human Cognition
at the University of California, San Diego.

An article in the September 9, 1989 issue of The Washington Times entitled "China Says
Educators Sowed Seeds of Unrest" placed blame on teachers for the student democracy protests
which resulted in the Tiananmen Square massacre. Excerpts follow:

Beijing (Agence France-Presse)— In a front-page editorial, the intellectual Guangming Daily
said teachers had used their classrooms to spread "bourgeois liberalization," the standard
code word for undesirable Western influences....

..."We must clearly understand that the teaching rostrum is provided by the people and
the Communist Party and that it is sacred," the newspaper said. "The people's teachers have
the right to spread Marxist theory, communist morality and knowledge of the Four Modern-
izations," it added. "Teachers have no right to spread bourgeois liberal tendencies."

Yesterday's editorial came as efforts by the authorities to put fresh emphasis on political
education have been moving into high gear and just days before the 40th anniversary of
Communist China on October 1.

On Tuesday, 40 teachers at Beijing University, which had been a hotbed of student
unrest, were forced to take up shovels and clear scrub from a campus playing field as part
of the push for political re-education through manual labor....

...The premier also defended a new government plan to send graduating students to
farms and factories for a year, saying it was meant to "improve feelings toward laboring
people."

"We hold that young students should, first of all, work in 'grassroots' units to obtain
practical experience, " Mr. Li said.

Many students have privately said they dread and scorn the scheme.

On September 10, 1989 The Washington Post ran an article entitled "China ORders Manual

262

Labor for Students: Beijing Moves Again to Control Citizenry" which mirrored and elaborated
on the above-excerpted article of September 9. The Post reported:

The mandatory labor requirement is the latest in a series of measures taken by the government
to punish, restrict and reeducate Chinese students, particularly those in the capital, since
the democracy movement was crushed by the army in early June.

...The newly announced measure is reminiscent of the approach taken by the Chinese
government in the 1950s, when students worked for several hours a week either in factories
or in workshops established on school premises.... In another development, students at two
leading Beijing universities this week revealed that students will be required to take a test
of their political reliability before being allowed to formally enroll.

Kentucky Supreme Court ruled in Rose v. Council for Better Education, Inc. in 1989.
The importance of the ruling in this case cannot be over emphasized since it called for a re-
distribution of wealth (equalization) plan for Kentucky. The same plan was recommended by
David Hornbeck for all the states in November of 1987. It was not long before Hornbeck and
his fellow change agents, including Luvern Cunningham of Ohio State University and "site-
based management/lessen elected school board influence" reputation, descended on Daniel
Boone's country. The following excerpt detailing the Kentucky story was taken from A Citizen's
Handbook: The Kentucky Education Reform Act — Historical Background, Provisions, Time Line,
Questions and Answers, Court Cases, Overview (Kentucky Legislative Research Commission:
Frankfurt, Kentucky, September 1996):

This decision applies to the entire sweep of the system — all its parts and parcels. This de-
cision applies to all the statutes creating, implementing and financing the system and to all
regulations, etc., pertaining thereto. This decision covers the creation of local school districts,
school boards, and the Kentucky Department of Education to the Foundation Program and
Power Equalization Program. It covers school construction and maintenance, teacher certi-
fication — the whole gamut of the common school system in Kentucky.... Since we have, by
this decision, declared the system of common schools in Kentucky to be unconstitutional,
Section 183 places an absolute duty on the General Assembly to re-create, re-establish a new
system of common schools in the Commonwealth. — Rose at 215, 216.

In 1989 Shirley McCune, senior director of the U.S. Department of Education- funded
MidContinent Regional Educational Laboratory (McREL), told the teachers in South Kitsap,
Washington: "The school of the future must be far different than that of today to meet the
changing needs of society." The following excerpts are taken from an article entitled "Schools
of the Future" which was published in the Bremerton [Washington] Sun on October 14th:

When you walk in the building, there's a row of offices. In one are drug counselors. One
is for social security. Another, family and child psychologists. Yet another has a doctor and
nurse who do well-child exams.

In the cafeteria, senior citizens mingle with students having lunch. Oldsters and young-
sters are sometimes paired for school projects, like oral history.

There's a child-care center, and tied into it are classes for teenagers where they learn

The "Effective" Eighties : c. 1989

263

the importance of child-nurturing skills.

In the gym, homemakers are taking exercise classes. After work, more men and women
will show up for their fitness workout.

These are "community learning centers, not just schools." "Schools are no longer in
the schooling business" but rather in "human resource development," she said.

Dr. McCune was in South Kitsap to talk about something everyone's hearing a lot about
these days — "restructuring" schools. Her speech kicked off a full day of teacher training.
Across the state, most teachers were taking part in local or state-sponsored training.

In South Kitsap, workshop choices reflected the wave of the future Dr. McCune described.
They dealt with topics such as celebrating differences in learning styles, using whole language
approach, using cooperative learning, and integrating technology with curriculum.

Endnotes:

1 Practitioner's Implementation Handbook [series]: The Outcome-Based Curriculum, Second Ed., by Charlotte Danielson (Out-
comes Associates: Princeton, NJ, 1992).

2 See Appendix XXVI entitled "Shamanistic Rituals in Effective Schools" by Brian Rowan who says, among other eye-opening
comments, "Thus, any experienced shaman can find 'effective' schools."

3 Models of Instructional Organization: A Casebook of Mastery Learning and Outcome-Based Education, Robert Burns, Ed. (Far
West Regional Laboratory for Educational Research and Development: San Francisco, April 1987).

4 Human Intelligence International Newsletter mailing address is: P.O. Box 1163, Birmingham, MI 48012.

5 The Mott Foundation was one of the early initiators and heavy financial supporters of un-American community education
and the unelected advisory council concept. Mott still retains its role as leader of this movement, which is now international
and borrows much of its organizational structure from communist China.

6 At the time he wrote the article, Glines was assistant to the director of the Office of Instructional Support and Bilingual Edu-
cation of the State of California Department of Education, Sacramento, California. This article was adapted with permission
from an article published in The California Journal on Teacher Education (Spring, 1980).

7 Copies of the February issue of the Innisbrook Papers can be ordered from: Corporate Relations Department, Northern Telecom
Limited, 33 City Centre Drive, Mississauga, Ontario L5A2A2.

8 The reader should not dismiss this last comment by Oettinger as a flippant remark. For more information on "the new flower-
ing of oral communication" read ComSpeak 2050, How Talking Computers Will Recreate an Oral Culture by Mid-21 st Century
by William Crossman, 404-524-7438, e-mail: WillCross@aol.com

9 Information taken from Charlotte T. Iserbyt's Back to Basics Reform Or. . . OBE Skinnerian International Curriculum (Charlotte
Thomson Iserbyt: Bath, Maine, 1985).

10 Center for Educational Research and Innovation: Rue Andre-Pascal, 75775, Paris, France.

11 K.M. Heaton's article can be obtained by writing: Hart Publications, 1507 Lincoln Street, Bellingham, WA 98226.

12 Private collection of the writer.

13 Brainwashing (Capp Clark Publishing Co., Ltd.: Toronto, 1971) and Brainwashing in Red China: The Men Who Defied It
(Vanguard Press, Inc.: New York, NY, 1973).

14 Private collection of the writer.

15 For more information on this project, write: Mastery in Learning Project, National Education Association, 1201 16th Street,
NW, Washington, DC 20036.

16 Roberto Assagioli, Psychosynthesis: A Manual of Principles and Techniques (Viking Press: New York, 1965).

17 Like Paolo Friere, Kevin Ryan of Boston University was invited by and received a contract from the newly-established Portu-
guese government, after its communist revolution in 1974, to train teachers so that Portugal could meet the European Com-
munity admission requirements. Professor Ryan is prominent in the character and moral education movement in the U.S. in
the 1990s.

18 For more information on the Rotterdam meetings and/or the International Congress for Effective Schools, write: A.A. Peters
or Professor Dale Mann, or Professor Terry Astuto at Teachers College, Columbia University, New York, NY 10027, or call
212-678-3726.

19 For more information regarding the next few entries dealing with the Tactics for Thinking curriculum or for information on
Higher Order Thinking Skills (HOTS), contact Jeannie Georges who gave testimony at The National Citizens Alliance press
conference and who has written extensively on the subject. Her address is: Route 1, Box 215, Lynnville, Indiana 47619, tel.
812-922-3247.

20 Ibid.

21 Single copies of the report, The Forgotten Half: Pathways to Success for America's Youth and Young Families, may be obtained
free from: William T. Grant Foundation Commission on Work, Family and Citizenship, 100 Connecticut Avenue, NW, Suite
301, Washington, DC 20036-5541.

22 This conference is another example of an activity associated with the U.S. -Soviet education agreements signed in 1985. This
particular conference very likely took place as a consequence of the Carnegie Corporation's exchange agreement with the

264

Soviet Academy of Sciences, resulting in "joint research on the application of computers in early elementary education, focus-
ing especially on the teaching of higher level skills and complex subjects to younger children."

23 The Blumenfeld Education Letter, April 1990 (Vol. V., No. 4).

24 A copy of this NAEYC publication (#578) is available by sending $.50 to: NAEYC, 1509 16th St., NW, Washington, DC 20036,
or by calling 202-232-8777.

25 Oregon School District 4J, 200 N. Monroe, Eugene, OR 97402. Margaret Nichols was superintendent of schools for District
4J.

26 IMTEC is located at: Dynekilgata 10, 0569, Oslo 5 Norway.

8

THE NOXIOUS NINETIES

IV^ any quotes in this book point toward implementation of radical restructuring of
the nation's schools in "The Noxious Nineties." The one entry this writer believes best illustrates this
plan and how it would be implemented throughout the remainder of the 20th century and into the
21st century is taken from Conclusions and Recommendations for the Social Studies (Charles Scribner's
Sons: N.Y., 1934). This study was funded to the tune of $340,000 by the Carnegie Corporation of
New York, quite a sum of money in 1934 dollars! Professor Harold Laski, the philosopher of British
socialism, said of this report: "At bottom, and stripped of its carefully neutral phrases, the Report is an
educational program for a Socialist America." An important and revealing excerpt from Conclusions
and Recommendations follows:

The Commission was also driven to this broader conception of its task by the obvious fact
that American civilization, in common with Western civilization, is passing through one of
the great critical ages of history, is modifying its traditional faith in economic individualism
[free enterprise], and is embarking upon vast experiments in social planning and control
which call for large-scale cooperation on the part of the people.... (pp. 1-2)

...Cumulative evidence supports the conclusion that in the United States and in other
countries the age of "laissez faire" in economy and government is closing and that a new
age of collectivism is emerging, (p. 16)

That a "new age of collectivism" has emerged and is being implemented right now under our
very noses in "The Noxious Nineties," with little or no outrage from the public or our elected officials,
can only be attributed to the "deliberate dumbing down" of Americans, who haven't been taught the
difference between free enterprise and planned economies (socialism) ; between "group thinking" and
individual freedom and responsibility.

265

266

The late Norman Dodd in 1986 made an extremely pertinent and important observation regarding
Americans' growing preference to "think and act collectively" and the resulting dangers. Mr. Dodd's
comments were made upon his receipt of the National Citizens' Alliance Americanism Award presented
by Senator Jesse Helms. This award recognized Dodd's courageous work as research director for the
1953 Congressional investigation of the tax-exempt foundations. In Dodd's words:

What is happening I can best explain by describing to you where you would end up
if you could sponsor a resumption of the inquiry into the effect of foundation-type organiz-
ations in this country. If that were to be done, you would come into possession of proof. . .
exposing a fundamental truth which has never been put into words.

I shall try to recite that truth to you and you can take it home and act on it as a premise.
This truth is that whenever a people show by their actions that they prefer to think and act
collectively, their dynasty becomes a reenactment of the story of the Fall, as told to us by
God through Moses.... We are now in a position where we can see that it is that dynastic
effect which you are experiencing today.

We have a task and that task is to sponsor an inquiry which would pull out into the
open the proofs which show that it is that dynasty that is being worked out by us as a people,
unwittingly, in complete ignorance. . . .

I wish I could help you... think about that truth because it has never been put into
circulation. It now deserves to be, and it is persons like yourselves [dear readers] who can
contribute to the circulation of that particular finding which the foundations, in their zeal,
have actually made understandable. They [the foundations] have made a mistake. . . . The
mistake they have made is now represented by their determination to cooperate with the
Soviet Union educationally.

1990

Secretary's Commission on Achieving Necessary Skills (SCANS — U.S. Department of La-
bor) was established in 1990 and concluded its work in May of 1992. SCANS was conceived
by Roberts T. Jones, assistant secretary of the Employment and Training Administration (ETA),
through his parentage of the seminal study Workforce 2000. He and then-Secretary of Labor
Elizabeth Dole created the Commission and Arnold Packer served as executive director. SCANS
was established by Secretary Dole to determine the skills that young people need to succeed in
the world of work. 1 The Secretary's Commission on Achieving Necessary Skills published four
reports "intended to define the know-how American students and workers need for workplace
success... in communities across the United States." The reports are:

1. Learning a Living: A Blueprint for High Performance— "why change is needed"

2. What Work Requires of Schools — "defines the five competencies and three-part foun-
dation that constitute the SCANS know-how"

3. Skills and Tasks for Jobs — "a tracing of the relationship between the SCANS compe-
tencies and skills and 50 common occupations"

4. Teaching the SCANS Competencies — "unites six articles that give education and
training practitioners practical suggestions for applying SCANS in classroom and
workplace"

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267

Learning a Living: A Blueprint for High Performance, the first report from SCANS, asserts
that "The Commission's fundamental purpose is to encourage a high performance economy
characterized by high-skill, high- wage employment." The following controversial component
of SCANS, which angered parents and ignited fires of protest across the nation, is found on
page 65 of Learning a Living:

HYPOTHETICAL RESUME

Jane Smith
19 Main Street
Anytown

Home Phone: 817-777-3333

Date of Report: 5/1/92

Soc. Sec: 599-46-1234
Date of Birth: 3/7/73
Age; 19

SCANS Personal Qualities Average Rating No. of Ratings

Responsibility Excellent 10

Self-Esteem Excellent 10

Sociability Excellent 8

Self-Management Excellent 7

Integrity/Honesty Good 6

Since when did the federal government assign itself the responsibility of grading citizens
on "personal qualities"? Since our government began to consider citizens "human capital" or
"resources"? Are citizens useful for anything besides potential workers? The above resume also
included the number of points Jane earned toward her "Certificate of Initial Mastery" as well
as a record of volunteer and work experience. The bureaucrat at the U.S. Labor Department
who wrote this part of the report explained:

Because this information would be extremely useful to employers in making hiring decisions
and to colleges in evaluating applications, students would have a strong motivation to learn
the SCANS foundation skills and workplace competencies, and employers and colleges would
have a strong incentive to require them.

Nine years later the hypothetical SCANS resume would become reality as exemplified by
Ohio's Career Passport which is a collection of student records that showcase past performance.
The Passport includes a resume, transcript, narrative identifying career goals and activities, as
well as any diplomas, awards, certifications, licenses and community involvement.

The aforementioned information regarding this Career Passport is taken from a May 25,
1999 letter from the Akron Regional Development Board to area employers which states that
Ohio's companies can sign on as employers who "ask for the Career Passport." This letter
continues as follows:

By joining the more than 3000 businesses nationally that are requesting records, you
help drive home the message that accountability, initiative, and motivation are traits that
companies seek in job candidates.

The Akron Regional Development Board, and The Greater Cleveland Growth Association,
Cleveland Tomorrow, the Ohio Department of Education Career Educators, and Regions 8 and
9 School-to-Work have teamed up with the National Aliance of Business (NAB) to encour-
age employers to use school records as part of their hiring process. The national campaign

268

called "Making Academics Count," will help students, parents and educators become more
aware of the importance of requisite workplace skills.

Help send the message to area students by completing the enclosed reply form and
returning it via fax to 330-379-3164. We will count you as an organization that wants young
people to realize the importance of education and work skills....

You can learn more about this initiative online at www.makeacademicscount.org or
www.c-e-a.org/ohiocdm.htm. On behalf of the Akron Regional Development Board and em-
ployers across our region, we encourage you to promote higher achievement by endorsing
the "Ask for the Career Passport" program.

At this point it is important to recall the fact that one of the members appointed to the
SCANS which originated this type of career passport was Thomas Sticht, Ph.D., infamous for
the following quote which parents should ponder, especially if they feel that techademics are
the answer to their children's upward mobility. Sticht's statement paraphrased in the August
1, 1987 issue of The Washington Post bears repeating here:

Ending discrimination and changing values are probably more important than reading
in moving low income families into the middle class.... What may be crucial [companies
say] is the dependability of the labor force and how well it can be managed and trained — not
its general education level, although a small cadre of highly educated, creative people is
essential to innovation and growth.

In 1990 Arkansas Governor William Jefferson Clinton pushed through a major statewide
reform measure, Act 236, which was a forerunner of Goals 2000. According to National Issues
in Education: Goals 2000 and School-to-Work by John F. Jennings, Ed. 2 (Phi Delta Kappan and
The Institute for Educational Leadership: Washington, D.C., 1995):

In the National Governors' Association he championed comprehensive statewide reform and
was a key leader in the effort to develop the National Education Goals. In announcing his plat-
form to "put people first" he made education a central part of the presidential campaign.

The Washington Post published "Tying Professional Pay to Productivity" by ELizAbeth

Spayd in its January 28, 1990 issue in which Ms. Spayd covered the use of behavior modification
in the workplace in order to increase productivity. Some excerpts follow:

"One CEO I know says to employees, 'If you tell me I can't measure what you're doing,
I'm not sure I need you here,'" recalls Michael Emig, a compensation consultant with Wyatt
Co. in Washington. "The fact is, any work that people are paid to do can be measured. The
trick is to go in with an open mind."... To help ensure that productivity goals are met, the
paychecks of top managers now reflect their ability to meet department goals, a compensation
plan that eventually will spread throughout the hospital. According to Arthur Andersen &
Co., which consulted Pekin Memorial on its plan, the keystone to implementing productivity
bonuses is putting everything in measurable terms, considering such factors as accuracy,
speed, cost, quality— even creativity... Once the job has been quantified, the next step is to
examine the processes by which work is done, dividing them into those that add value and

The Noxious Nineties : c. 1 990

269

those that don't. Those that don't should be eliminated.

Studies show white-collar workers on average spend 75 percent of their time doing
non-value-added tasks, Skwarek said. But defining the waste and eliminating it are two
different things. And for productivity to increase, proper employment of the compensation
lever is critical.

A bank teller might be rewarded for the number of customers processed in a week, but
penalized for every customer who complains about service. In jobs where it's difficult to
measure the output of a single worker [emphasis in original] , compensation might be linked
to a group's ability to meet certain goals, an increasingly common approach.

Whatever the approach, Wyatt's Emig encourages companies to think big — meaning
bonuses as high as 25 percent of salary.

"The basic idea is borrowed from B.F. Skinner, who taught us that behavior which
is positively reinforced will be repeated," says Emig. "But it doesn't work if people don't
consider the money worth striving for. "

[Ed. Note: Is it politically incorrect to ask how the United States became the most productive
nation in the world without using the above-outlined ridiculous Total Quality Management
system based on Skinner's operant conditioning?]

The National Center on Education and the Economy (NCEE) issued in 1990 a PRoposal
to the New American Schools Development Corporation (NASDC) entitled "The National Al-
liance for Restructuring Education: Schools and Systems for the 21st Century." The report was
stamped "CONFIDENTIAL." On the cover page NCEE's partners in this venture are listed as
follows: States of Arkansas, Kentucky, New York, Vermont, and Washington; Cities of Pitts-
burgh, PA; Rochester, NY; San Diego, CA; and White Plains, NY; Apple Computer, Inc.; Center
for the Study of Social Policy; Commission on the Skills of the American Workforce; Harvard
Project on Effective Services; Learning Research and Development Center at the University of
Pittsburgh; National Alliance of Business; National Board for Professional Teaching Standards;
New Standards Project; Public Agenda Foundation; and Xerox Corporation.

[Ed. Note: In Appendix XII of this book NCEE's proposal is heavily excerpted. The last few
pages of excerpted materials which relate to "staff development" could have been written by
the late Madeline Hunter, master teacher trainer who has translated "theory into practice" in
her "Instructional Theory Into Practice: ITIP." 3 These excerpted materials prove that NCEE's
National Alliance for Restructuring Education, in conjunction with the University of Pittsburgh's
Learning Research and Development Center and the National Board for Professional Teaching
Standards, has selected "the method" — Skinnerian operant conditioning — to train teachers so
that, as robots, they will all teach exactly the same way.]

World Conference on Education for All, sponsored by the World Bank, United Nations
Educational, Scientific, and Cultural Organization (UNESCO), and others, was held March
5-9, 1990 in Jomtien, Thailand. "Outcomes" were approved at this conference, and the Edu-
cation for All Forum Secretariat advertised the "World Declaration on Education for All" and
"Framework for Action to Meet Basic Learning Needs" as the agenda for discussion at the
World Conference. 4 Important and significant institutional membership in the Education for
All Coalition included: American Association of School Administrators (AASA); Association

270

for Supervision and Curriculum Development; International Reading Association [which was
the prime mover behind the dumb-down Whole Language reading instruction, ed.]; and the
National Education Association.

Other statements on the conference promotional flyer included:

The 1990 World Conference on Education for All represented an important milestone in edu-
cation development. Convened by the executive heads of the United Nations Development
Program (UNDP), the United Nations Children's Fund (UNICEF), the United Nations Educa-
tional, Scientific and Cultural Organization (UNESCO) and the World Bank, the conference
called on all nations to take effective action to meet the basic learning needs of children,
youth and adults in all countries of the world....

The World Conference defined basic learning needs as the essential learning tools — such
as literacy, oral expression, numeracy, and problem-solving — and basic learning content — re-
quired by all people to develop their full capacities, to live and work in dignity, to participate
fully in development, to improve the quality of their lives, to make informed decisions, and
to continue learning.

The March 28, 1990 issue of Education Week re-published "A Road Map for REstructuring
Schools," a one-page list of principles of restructuring and steps for policy makers to use.
Developed by the Education Commission of the States (ECS) and the National Governors' As-
sociation (NGA) and signed by Jane Armstrong, director of policy studies for ECS, this "Road
Map" was a result of two regional workshops to discuss strategies for redesigning state edu-
cation systems to meet national performance goals. Excerpts follow:

PRINCIPLES OF RESTRUCTURING... Restructuring requires risk-taking and experi-
mentation in order to transform schools into dynamic, self-renewing organiz-
ations....

STEPS FOR POLICY MAKERS TO TAKE... Develop a specific and demanding statement
of what basic skills, thinking skills, knowledge, attitudes and behaviors you want
all students to have when they complete school....

• Student outcomes should meet employability criteria suggested by business and
industry.

• Build a coalition of business, community, education and political leaders... to bring
external pressure on the education system for productive change.

• Sell the agenda to policy makers and the public.

• Identify and train spokespersons to advocate system restructuring.

• Get business and political leaders to carry the restructuring banner.

• Provide flexibility, encourage experimentation and decentralize decision making.

• Use incentives to encourage risk taking and experimentation.

• Decentralize authority by encouraging site-based management.

• Redesign teacher and administrator education.

• Redesign teacher education to model instruction for an active learning classroom.

• Develop programs that focus on content knowledge and new forms of pedagogy.

The Noxious Nineties : c. 1 990

271

• Link schools with universities and other sources of information to help teachers
expand their knowledge of teaching and learning.

• Strengthen the clinical experience by placing teacher candidates in schools that are
restructuring.

• Provide time for teacher renewal, collaboration and the acquisition of new skills,
understandings and attitudes.

• Provide incentives for teachers to receive national board certification.

• Develop multiple ways to measure progress to avoid "high stakes" testing and teach-
ing to a single test.

• Develop "outcomes-based" accreditation procedures.

• Provide rewards for high-achieving schools and sanctions for low-achieving
schools.

• Create programs that engage students in community service.

• Collaborate with other social service agencies to fully serve the needs of all chil-
dren.

• Encourage parental involvement.

• Create public school choice plans.

• Provide incentives to reward accomplishments.

• Align and revise state policies to support restructuring.

• Develop business/education partnerships. Use technology to explore new ways to
deliver instruction. . . not as an "add-on" to the traditional lecture, recite, test method
of instruction.

• Be prepared to handle policy decisions on jurisdiction over distance learning; i.e.,
teacher certification, textbook and curriculum approval.

The ECS/NGA Restructuring Workshops were supported by grants from the American Express
Foundation, ARCO Foundation, BellSouth Foundation, Carnegie Corporation of New York,
Control Data Corporation and The John D. and Catherine T. Mac Arthur Foundation.

In 1990 Marc Tucker's National Center on Education and the Economy (NCEE) of Roch-
ester, New York published America's Choice: High Skills or Low Wages! which asserted:

Once youth centers are established, we propose that the child labor laws be amended to
make the granting of work permits to young people up to age 18 contingent on either their
possession of a certificate of initial mastery [CIM] or their enrollment in a program leading to
the certificate. At first glance, this may seem draconian. But in the long run this requirement
will benefit our youth and ultimately the nation.

[Ed. Note: The "Certificate of Initial Mastery" (CIM) is a device which is copyrighted to
the private sector National Center on Education and the Economy to be used by the public
schools.]

The State of Maine took a leadership position in the implementation of a scHOOL-to-work

system in 1990. The following excerpts from The School to Work Revolution by Lynn Olson

272

(Perseus Books: New York, 1997) relate to the first steps taken to implement this new corporate
fascist system of governance. Olson recalled Maine's activity as follows:

John Fitzsimmons, the President of the Maine Technical College System and former state
labor commissioner in Maine during the 1980s, traveled to Germany and Denmark in the
early 1990s, along with the then-Governor John R. McKernan, Jr. [husband of U.S. Senator
from Maine Olympia Snowe], to get a first-hand view of European apprenticeships. The gov-
ernor and Fitzsimmons were so impressed by what they saw that they plotted the outlines
for a Maine initiative on paper napkins on the transatlantic flight home. In February 1993
the Maine Youth Apprenticeship Program — now called Maine Career Advantage — accepted
its first 12 students. By 1996 the initiative had spread to 276 students, 108 high schools, and
197 businesses. An additional 850 students were involved in career-preparation activities
such as job shadows, developing portfolios, and summer internships.

"I really believe, in my state, the future lies in the quality of the skilled workforce,"
Fitzsimmons told me in 1994, a strong Rhode Island accent still lingering in his voice. "We
will not compete with a North Carolina Research Triangle or with Massachusetts's Harvard
and M.I.T and their ability to be international research areas. We will be the producers of
goods. And I take great pride in that because if we're able to produce high-quality products,
it will mean high-wage jobs for our people."

Pol ytechnical Education: A Step by Robert H. Beck, University of Minnesota, was pub-
lished in 1990. Beck was under contract to the National Center for Research in Vocational
Education, University of California, Berkeley and was supported by the Office of Vocational
and Adult Education through a U.S. Department of Education grant for $4 million [Carl D.
Perkins Vocational Education Act, Grant #V051A80004-88A, September. 5 ] Had this report not
cost $4 million in taxpayers' money, one could dismiss it as just another effort by the federal
government to keep its education researchers occupied. Why would the government spend
such an enormous amount of money on a government project describing the Soviet polytech
system unless the government was considering putting the same polytech system in place in
the United States?

Recent workforce training legislation in Congress does indeed call for the implementation
of the Soviet/German/Danish polytech system.

William Spady presented "Ensuring the Success of All Students Today for Tomorrow's
Changing World" for the U.S. Department of Defense, Mediterranean Region in 1990. Excerpts
follow:

When addressing the issue of Exit Outcome development in one of our Illinois high school
districts during the Spring, I too was forced to take a look at the "realities" that seem to
surround us and that have the potential for shaping the character of the future in which we
and our children will live. At first blush, ten somewhat interrelated trends seemed clear to
me, some of which parallel "Theobold's Eight Driving Forces," and some of which resemble
trends identified by John Naisbitt and his Future Trends colleagues. Others are simply my
own.. . . [Djespite the historical trend toward intellectual enlightenment and cultural pluralism,
there has been a major rise in religious and political orthodoxy, intolerance, fundamentalism
and conservatism with which young people will have to be prepared to deal.

The Noxious Nineties : c. 1 990

273

David W. Hornbeck, member of the Board of Trustees of the Carnegie CoRPORAtion and

a partner in the Washington, D.C. law firm of Hogan and Hartson, delivered a paper entitled
"Technology and Students at Risk of School Failure" at the Council of Chief State School Of-
ficers' (CCSSO) 1990 Technology Conference in Minneapolis, Minnesota April 29-May 2. The
paper was commissioned by the CCSSO and was distributed by the federally funded North
Central Regional Educational Laboratory (NCREL) in Elmhurst, Illinois. Excerpts from this
paper follow:

In March, the Kentucky legislature enacted the most aggressive and far-reaching education
legislation in memory. They identified six goals for their schools (President Bush's Six Ambi-
tious Goals adopted by the Governors February 25) . The goals include not only math, science,
social studies and English but, more significantly, they emphasize such things as thinking,
problem solving, main ideas and integration of knowledge. Kentucky, however, went further.
They are building a new set of assessment strategies that are performance based; they have
adopted a system of rewards and sanctions that will impact on the schools' staffs in propor-
tion to the schools' success in increasing the proportion of successful students in a school
or the failure to do so. The President, the Governors and now a state legislature have made
decisions that reflect the future.

The fact is that corporate America is becoming increasingly involved in the policy and
politics of elementary and secondary education. The Committee for Economic Development
was the first major corporate player. They were joined by the National Alliance of Business.
Most recently, The Business Roundtable, which is composed of the nation's 201 largest cor-
porations, has recognized their vital interest in American public education. Each corporation
has "adopted" a state where each corporation will concentrate strong effort. Moreover, they
have declared that the effort will be of at least ten years' duration....

. . .There are numerous ways technology, and I initially refer to the computer, can assist....
The computer motivates. It is non-judgmental. It will inform a student of success or failure
without saying by word or deed that the student is good or bad. The computer individualizes
learning, permitting mastery at one's own pace.... The computer gives prompt feedback....

Let's turn then to more specific contributions computers can make. First, it is clear that
the basic skills of students can be enhanced. In a presentation to the U.S. Senate Committee
on Labor and Human Resources in 1987, Robert Tagaart, relying on work done by himself,
Gordon Berlin, and Andrew Green, identified ten elements that research prescribes to teach
basic skills effectively. They include:

• individualized, self-paced instruction

• competency-based, open entry/open exit approaches

• use of multiple media and methods, including computers

• frequent feedback and positive reinforcement

• accountability of teachers and learners

• efficient management to maximize time on task

• individual attention and one-on-one instruction

• supportive services and learning environments

• linkages to work, training, and other activities

[Ed. Note: Kentucky's experience with its new set of performance-based assessment strategies
was a disaster. An article in the June 26, 1997 Louisville Courier-Journal datelined Frankfurt,
Kentucky stated:

274

Nearly all elementary and middle schools in Kentucky received incorrectly low test scores last
fall, and fixing the error will mean that teachers will get an estimated $2 million in additional
reward money.... While the error by Advanced Systems in Measurement and Evaluation, Inc.,
amounts to a small change in the schools' actual scores — an average of about 1 point on a
140-point scale — there could be serious consequences for the state's test, which has already
been at the center of controversy. Critics seized upon the mistake as evidence that significant
changes are needed in the testing system created by Kentucky's 1990 school reform law.

The March/ April, 1997 issue of Kentucky Citizens Digest carried an article entitled "Are
Basic Skills a Casualty of KERA? — Are state tests causing teachers to underemphasize basic
skills?" which revealed that:

If two recent reports are any indication, basic skills among students may very well be a ca-
sualty of education reform in Kentucky. A report from RAND, a prominent national research
organization, found that tests now being used under KERA (called KIRIS tests) are causing
public school teachers to de-emphasize basic skills instruction in Kentucky schools. "The
subject areas for which the most teachers indicated a decrease since KIRIS began," said the
report, "were art, social studies, science, and reading. Eighty-nine percent of the teachers
indicated that these changes were due largely to KIRIS."]

Lamar Alexander, former governor of Tennessee, secretary of education in PRESident

George Bush's administration, and Republican presidential candidate in 1999, was quoted in
Southern Living (Vol. 25, No. 6, June 1990) in an interview when he was serving as president
of the University of Tennessee as saying:

I suggest we create a brand-new American school, as different from today's schoolhouse
as the telegraph was from The Pony Express. Such a school would probably start with babies
and go through the eighth grade. It would be all year long. It would be open 6 a.m. to 6 p.m.
Every child would have his or her own computer and workstation. Every child would have
a team of teachers that would stay with that child until graduation....

We already spend more money than any country per pupil on education. I just don't
think we spend it well.

The Blumenfeld Education Letter for August 1990 included in its column "Vital Quote

the following quote from Professor George Reisman's The Intellectual Activist:

I believe that the decline in education is probably responsible for the widespread use
of drugs. To live in the midst of a civilized society with a level of knowledge closer perhaps
to that of primitive man than to what a civilized adult requires (which, regrettably, is the
intellectual state of many of today's students and graduates) must be a terrifying experience,
urgently calling for some kind of relief, and drugs may appear to many to be the solution....
This is no longer an educational system. Its character has been completely transformed
and it now clearly reveals itself to be what for many decades it has been in the process of
becoming: namely, an agency working for the barbarization of youth.

George Reisman, Prof, of Economics, Pepperdine University, The Intellectual Activist, p. 8.

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275

[Ed. Note: The decline in education is not only probably responsible for the widespread use
of drugs, it is also probably responsible for the increase in all sorts of irresponsible and im-
moral behavior among youth today, including violence and sexual promiscuity Dr. Reisman's
statement is particularly poignant in light of increased incidents of school violence in the late
1990s.]

Dr. M. Donald Thomas, in an article in The Effective School Report's September, 1990
issue entitled "Education 90: A Framework for the Future," said in part:

From Washington to modern times, literacy has meant the ability to read and write, the
ability to understand numbers, and the capacity to appreciate factual material. The world,
however, has changed dramatically in the last 30 years. The introduction of technology in
information processing, the compression of the world into a single economic system, and
the revolution in political organizations are influences never imagined to be possible in our
lifetime.... Literacy, therefore, will be different in the year 2000. It will mean that students
will need the following [the writer has selected some key requirements from a much longer
list, ed.]:

• Appreciation of different cultures, differences in belief systems and differences in
political structures.

• An understanding of communications and the ability of people to live in one world
as one community of nations....

• In a compressed world with one economic system... it is especially important that
all our people be more highly educated and that the differences between low and
high socio-economic students be significantly narrowed....

• Education begins at birth and ends at death....

• Education is a responsibility to be assumed by the whole community. . . .

• Learning how to learn is more important than memorizing facts....

• Schools form partnerships with community agencies for public service projects to
be a part of schooling....

• Rewards are provided for encouraging young people to perform community ser-
vice.

"World Class Schools and the Social Studies" by Cordell Svengalis from Social Studies
Horizons (Iowa Department of Education: Des Moines, Iowa, Vol. 3, No. 1, Fall 1990) was
published. The following excerpts reveal a significant definition of "World Class education,"
one of the popular "buzz words" used to describe and promote education reform during the
early 1990s:

As part of a nationwide trend, the Iowa Department of Education has become involved in
the movement to develop a world-class educational system for the schools of our state....

Few would argue with the need to greatly improve the educational system we now
have, and to help students acquire the skills they will need to become better integrated into
the global community. We have not only become globally interdependent, we have come to
recognize our global interconnectedness. Therefore, a World Class education program would

276

have as one of its major objectives the development of skills and understandings grounded
in an ethical/moral context. This ethical/moral context would be based on the idea of as-
suming a sense of responsibility toward our interrelated planetary future. . . .

Perhaps the most compelling vision of our time is that of a sustainable society [em-
phasis in original] . Our global society, in terms of the environmental degradation, explosive
population growth in the Third World, energy shortages, pollution, conflict, crime, drugs,
poverty, and just sheer complexity, is not sustainable into the 21st century... Students need
to understand these things as part of their World Class education.

This particular issue of Social Studies Horizons also reported on the 1990 Chicago Con-
ference on Holistic Education, which issued a document called "The Chicago Statement" calling
for a radical change in education. An excerpt asserts that:

The time has come to transform education so as to address the human and environmental
changes which confront us. We believe that education for this new era must be holistic. The
holistic perspective is the recognition that all life on this planet is interconnected.... Holism
emphasizes the challenge of creating a sustainable, just and peaceful society in harmony
with the Earth and its life.

Dr. Svengalis of the Iowa Department of Education was involved in the production of a
Catalogue of Global Education Classroom Activities, Lesson Plans, and Resources. The curriculum
came under fire from the Iowa Farm Bureau because of its open advocacy of vegetarianism
and environmentalism, according to the Iowa Farm Bureau's Spokesman (September 19, 1992)
article entitled "State Role in Global Education Resource Guide under Review." Also included
in the global education curriculum were themes of pacifism, population controls, international
global government, and Gaia worship. Fourth and sixth graders could be assigned to "[t]alk
about the ideas of a 'living' Earth using Lovelock's Gaia hypothesis. " Dr. James Lovelock made
the radical "scientific" proposal that the Earth was both an entity and a deity.

According to education reform researchers Maria Quenzer and Sarah Leslie, environmental
"outcomes" were supplanting traditional academics. In an article published in the May 1993
issue of Free World Research Report entitled "The Myth of a Competitive World-Class Edu-
cation," Quenzer and Leslie refuted the idea that "world-class" education is competitive and
academically challenging. Under the new reforms they found an emphasis on cooperation and
sustainability based upon extreme environmentalism and "a kind of 'New Age' soup of pan-
theism, Hinduism, Taoism and Buddhism." They cited an article entitled "Global Framework
for Local Education" from Holistic Education Review (Spring 1991):

This author, Joel Beversluis, states "that educational objectives [should] transcend the
accumulation of facts, the learning of skills, and even the preparation for work and life in the
world as it is. Rather, at its best, education will assist, like a midwife, in the transformation
of the mindsets — the consciousness — of students...." Beversluis asks, "Is it not time for the
community of educators and educational publishers to recognize that the respectful study of
diverse cosmologies, value systems, and religions has a legitimate and even necessary place
in the curriculum?" He then proceeds to list these new "global" values....

Just what values are being talked about? This turns out to be the pivotal question.
Beversluis spells it out for us. He lists as negative values: "individualism, nationalism, free
enterprise, unlimited growth and progress, and competitive achievement." The values he
lists as positive are "interdependence, diversity, cooperation, equilibrium, and limits." The
values that he lists as negative are foundational to western civilization and are based upon a

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rich Judeo-Christian heritage. The values he lists as positive can be found in Iowa's proposal
for "World-Class Education under 'Examples of Core Concepts'" and are an integral part of
Iowa's Global Education goals. Not surprisingly, these same values crop up in all the new
state "outcomes" lists as well.

[Ed. Note: For more information on the connection between extreme environmentalism, sus-
tainability, and the deliberate dumbing down of America, see Appendix XXVII.]

The 1990-91 (Winter) issue of Outcomes, an educational journal devoted to Discussion
of Outcome-Based Education and the problems associated with its implementation (teachers',
administrators' and community resistance) published a remarkable article entitled "Paradigm
Change: More Magic than Logic" by John C. Hillary. The reader should remember that the
manipulation of classroom teachers and administrators discussed in this article is standard
operating procedure in most schools undergoing "restructuring. " Excerpts from Hillary's article
in Outcomes follow:

The deeper changes that frustrate leaders and threaten followers are planned second-order
changes.... These changes intentionally challenge widely shared assumptions, disintegrate the
context of "organization" and, in general, reframe the social system. This, in turn, generates
widespread ambiguity, discontinuity, anxiety, frustration, confusion, paranoia, cynicism and
anger as well as temporary dysfunction. Such trauma often builds to the point that leaders
abandon their efforts.

The most disruptive changes — second order changes — on the other hand, call into
question the entire context of organization. Such multidimensional changes not only chal-
lenge the content of each domain but also disrupt the alignment among them. Paradigm
change is therefore not only traumatic in and of itself, but also challenges other attributes
and disintegrates the relationship among all domains. The eventual outcome of such change
is "transformed" or "renewed" organization.

The new vision for schooling suggested by contemporary educators represents a sig-
nificant "second order" challenge to school organization.

The leader of planned second order change will be regarded as out of context by the
organization. If he thinks and behaves in accord with a vision that requires second order
changes, he has no choice but to violate or challenge the established culture, mission/purpose,
and paradigm of the organization. From the existing frame of reference, such behavior will be
seen as illogical. Powerful and pervasive psycho-social forces will bear down on the renegade
in a relentless organizational effort to bring him back into alignment. Unless the leader suc-
ceeds in progressively bending the pervasive frame, persistence is increasingly risky.

During second order change, the organization must face and hopefully pass through
a period of widespread psychological ambiguity, social disconnectedness and general con-
fusion.... The requisite disintegration of the existing culture, mission/purpose, and paradigm
disrupts the organization's frame of reference. During this time, there is little or no clear and
consistent context to guide the thinking and behavior of members. In social systems, this
condition produces dysfunction, anxiety, frustration, disequilibrium, and systemic chaos.

The instigator of second order change must consistently behave in ways that will not
make sense when framed by the existing context. With time and leadership, the organiza-
tion environment must move from initially and naturally selecting against the innovation to
selecting for the innovation. The extinction of the old way of doing business is the desired
outcome. Hence and with time, the risk should gradually shift away from the innovator and
toward those who persist in holding on to "the way it's always been."

278

[Ed. Note: The writer, over a fairly long period of years, has come to the conclusion that many
of America's best administrators and teachers have been waging a "silent" war against the
above change agent activities, and that had they not been so engaged, the public education
system would have been destroyed long ago.]

1991

"America 2000 Plan," written in 1991 and designed to implement the Carnegie Corporation's
restructuring agenda, was presented to the American people by President Bush's Secretary
of Education Lamar Alexander. The plan proposed to radically restructure American society
and was prepared by, amongst others, Chester Finn — former assistant secretary, Office of
Educational Research and Improvement, and associated with Education Excellence Network
(Hudson Institute) . Secretary Alexander claimed, "The brand new American school would be
year-round, open from 6 to 6, for children 3 months to 18 years." The slim booklet containing
America 2000: An Education Strategy (Rev.) — Making This Land All That It Should Be was
published by the U.S. Department of Education and portions of this publication follow:

Message from President George Bush
April 18, 1991

To those who want to see real improvement in American education, I say: There will be no
renaissance without revolution.

We've made a good beginning by setting the nation's sights on six ambitious National
Education Goals— and setting for our target the year 2000.... For today's students, we must
make existing schools better and more accountable. For tomorrow's students, the next gen-
eration, we must create a New Generation of American Schools. For all of us, for the adults
who think our school days are over, we've got to become a Nation of Students — recognize
learning is a lifelong process. Finally, outside our schools we must cultivate communities
where learning can happen....

EXECUTIVE SUMMARY

The strategy anticipates major change in our 110,000 public and private schools, change
in every American community, change in every American home, change in our attitude
about learning. The strategy will spur far-reaching changes in weary practices, outmoded
assumptions and long-assumed constraints on education. It will require us to make some
lifestyle changes, too....

America 2000 is a national strategy, not a federal program. It honors local control, relies
on local initiative, affirms states and localities as the senior partners in paying for education,
and recognizes the private sector as a vital partner, too.

The federal government's role in this strategy is limited — wisely — as its part in education
always has been. But that role will be played vigorously. Washington can help by setting
standards, highlighting examples, contributing some funds, providing flexibility in exchange
for accountability and pushing and prodding — then pushing and prodding some more.

The America 2000 strategy has four parts that will be pursued simultaneously. For
tomorrow's students, we must invent new schools to meet the demands of a new century
with a New Generation of American Schools, bringing at least 535 of them into existence by
1996 and thousands by decade's end.... 19

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THE CHALLENGE: America's Skills and Knowledge Gap
Introduction:

As a nation, we now invest more in education than in defense. Nor is the rest of the world
sitting idly by, waiting for America to catch up. Serious efforts at education improvement
are under way by most of our international competition and trading partners.

While more than 4 million adults are taking basic education courses outside the schools,
there is no systematic means of matching training to needs; no uniform standards measure
the skills needed and the skills learned.

[Ed. Note: Carnegie's Marc Tucker took care of matching training to needs when his Human
Resources Development Plan for the United States, developed by the National Center for Edu-
cation and the Economy, was unveiled in 1992. (See Appendix XVIII.) As far as keeping track
of the progress of our "international competition and trading partners" is concerned, the North
American Free Trade Agreement (NAFTA), the General Agreements for Tariffs and Trade (GATT),
and international co-ordination of ISO 9000 and 1400 through the United Nations will ensure
that we maintain "computability."]

Who would ever have imagined that the educational and cultural exchanges signed
between President Reagan and President Gorbachev, and those negotiated since 1985, would
result in Russian "cops" from the recently disintegrated "Evil Empire" flying American police
helicopters as described in the following article "Cop Swap: His Beat Is Leningrad but He's on
Loan to LAPD— His Local Host Will Visit U.S.S.R." by Bob Pool, which appeared in the April
30, 1991 issue of The Los Angeles Times. Excerpts follow:

That wasn't Gorky Park that a burly Russian cop was swooping over Monday in a police
helicopter. That was Griffith Park. Leningrad policeman Albert Vorontsov went airborne to
get acquainted with Los Angeles and launch a first-ever swap of Soviet and local police of-
ficers that is aimed at spreading goodwill — and trading good ideas. Vorontsov will shadow
Los Angeles Police Sergeant Greg Braun for two weeks. Then Braun will travel to the So-
viet Union in June to work with Vorontsov.... "We may think we're on the cutting edge of
technology in police work, but a lot of other people are doing very innovative, bright things
all over the world," said Bay an Lewis, an LAPD commander who helped Braun arrange
Vorontsov's visit.

Kern County lawmen have adapted a simple Soviet "pole vault" technique that can flip
SWAT team members into second-story windows, he said.

AN ARTICLE ENTITLED "SENIORS' CHURCH ATTENDANCE" WAS PUBLISHED IN THE JUNE 12, 1991

issue of Education Week. The central premise of the article was summed up in the following
quote:

High school seniors in 1990 were much less interested in, and involved with, organized reli-
gion than were their counterparts in the 1970's, according to data compiled by the Institute
for Social Research (ISR) at the University of Michigan.

[Ed. Note: The Institute for Social Research (ISR) is, interestingly enough, the same institute
that was involved in Ronald Havelock's The Change Agents' Guide to Innovation in Education

280

which instructed educators how to "identify resisters" and how to sneak controversial sex,
drug and death education into curriculum despite parental objections. The article reveals that
the schools were highly successful in their efforts to indoctrinate students in non-absolutist,
humanistic values. It should come as no surprise that the average American in 1991, sub-
jected to values clarification in the schools of the 1960s, 1970s, and 1980s, is non-judgmental
regarding immoral behavior. For example: in 1999 President Clinton, according to the polls,
retained the confidence of 60-75 % of the American people during his investigation and even
after his impeachment trial revealed flagrant immoral activity]

"Week in the Subway as Cultural Exchange" by Jacques Steinberg which appeared in

the June 15, 1991 issue of The New York Times pointed out some of the interesting activities
resulting from the exchanges signed between President Reagan and President Gorbachev. An
excerpt follows:

A hapless fare-beater was arrested today in the Chambers Street subway station, and he
was suddenly surrounded by six Moscow police officers. This was not a scene out of a Cold
War nightmare. The Soviets were not taking over the United States. This was a cultural
exchange.

THE LATE MORTIMER ADLER'S BOOK HAVES WITHOUT HAVE-NOTS: ESSAYS FOR THE 21ST Century

on Democracy and Socialism (Macmillan Publishing Company: New York, 1991) was published.
The book's dedication was to "Mikhail Gorbachev — whose perestroika opened the window
to this vision of the future in the United States, Eastern Europe, and the Soviet Union. " Haves
Without Have-Nots takes on additional importance with the imminent approach of the year
2000 and the tragic upheavals in former communist countries, some of which seem to be
reverting to communism. Excerpts follow:

In the almost fifty years that have elapsed since 1943, I joined the World Federalists and
campaigned for world government; I was appointed by President Robert M. Hutchins of the
University of Chicago to his Committee to Frame a World Constitution, established by him
immediately after atomic bombs were dropped on Hiroshima and Nagasaki; I conducted a
seminar for the Ford Foundation on war and peace, world peace, and world government in
1951; andlwrotetwo books [The Common Sense of Politics, 1971, andA Vision of the Future,
1984), in which these subjects are treated with a maturity acquired by years of thinking
about them....

Finally, in Section 5, I will close with a vision of the new world of the Twentieth
Century, in which the conflict between the two great superpowers — the USA and its NATO
allies vs. the USSR and its Warsaw Pact satellites — will be replaced by the USDR (a union of
socialist democratic republics) . This will be a penultimate stage of progress toward a truly
global world federal union that will eliminate the remaining potentially threatening conflict
between the have and the have-not nations, (pp. 250-251)

[Ed. Note: Mortimer Adler can also be remembered as the author of The Paidea Proposal, an
educational "innovation" used to introduce the concept of charter-type schools into main-
stream school reform along with humanistic emphasis on subject matter. Adler was also one
of the most visible facilitators for the Aspen Institute for Humanistic Studies (established in

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the 1940s) which has trained most of our government leaders in the dialectical process of
reaching consensus. While Adler did not live to respond to the break up of the former Soviet
Union, his interim vision of the formation of a "union of socialist democratic republics" bears
watching.]

Global Alliance for Transforming Education (GATE) published Education 2000: A Holistic
Perspective in August, 1991. 7 The following excerpts are taken from "The Vision Statement"
and the "GATE Partnerships for Transforming Education" section of "The Plan for Implemen-
tation":

Principle II. Honoring Students as Individuals

We call for a thorough rethinking of grading, assessment, and standardized exami-
nations.... In successful innovative schools around the world, grades and standardized tests
have been replaced by personalized assessments which enable students to become inner
directed. The natural result of this practice is the development of self-knowledge, self-disci-
pline, and genuine enthusiasm for learning.

We call for an expanded application of the tremendous knowledge we now have about
learning styles, multiple intelligences, and the psychological bases of learning.... The work
being done on multiple intelligences demonstrates that an area of strength such as bodily
kinesthetic, musical, or visual spatial can be tapped to strengthen areas of weakness such
as linguistic or logical-mathematical....

Principle IV. Holistic Education

. . .Holistic education celebrates and makes constructive use of evolving, alternate views
of reality and multiple ways of knowing. It is not only the intellectual and vocational aspects
of human development that needed guidance and nurturance, but also the physical, social,
moral, aesthetic, creative, and — in a nonsectarian sense — spiritual aspects. Holistic education
takes into account the numinous [supernatural] mystery of life and the universe in addition
to the experiential reality. 8

Holism is a re-emerging paradigm, based on a rich heritage from many scholarly fields.
Holism affirms the inherent interdependence of evolving theory, research, and practice. Holism
is rooted in the assumption that the universe is an integrated whole in which everything is
connected. This assumption of wholeness and unity is in direct opposition to the paradigm
of separation and fragmentation that prevails in the contemporary world. Holism corrects the
imbalance of reductionistic approaches through its emphasis on an expanded conception of
science and human possibility. Holism carries significant implications for human and planetary
ecology and evolution. These implications are discussed throughout this document....

Principle VI. Freedom of Choice

We are for a truly democratic model of education to empower all citizens to participate
in meaningful ways in the life of the community and the planet. The building of a truly
democratic society means far more than allowing people to vote for their leaders — it means
empowering individuals to take an active part in the affairs of their community. A truly
democratic society is more than "the rule of the majority" — it is a community in which
disparate voices are heard and genuine human concerns are addressed. It is a society open
to constructive change when social or cultural change is required....

Principle VIII. Educating for Global Citizenship

We believe that each of us — whether we realize it or not — is a global citizen.... A goal

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of global education is to open minds. This is accomplished through interdisciplinary stud-
ies, experiences which foster understanding, reflection and critical thinking, and creative
response.... These principles include the usefulness of diversity, the value of cooperation
and balance, the needs and rights of participants, and the need for sustainability within the
system.

Other important components of global education include understanding causes of con-
flict and experiencing the methods of conflict resolution. At the same time, exploring social
issues such as human rights, justice, population pressures, and development is essential to
an accurate understanding of the causes of war and conditions for peace.

Since the world's religions and spiritual traditions have such enormous impact, global
education encourages understanding and appreciation of them and of the universal values they
proclaim, including the search for meaning, love, compassion, wisdom, truth, and harmony
Thus, education in a global age addresses what is most fully and universally human....

CONCLUSION*

. . . We in education are beginning to recognize that the structure, purposes, and methods
of our profession were designed for an historical period which is now coming to a close.
The time has come to transform education so as to address the human and environmental
challenges which confront us. 9

This conclusion is The Chicago Statement on Education adopted by eighty international
holistic educators at Chicago, Illinois, June, 1990....

GATE PARTNERSHIPS FOR TRANSFORMING EDUCATION
[The visual graphic on the front of this section included planets rotating around a central
orb entitled "GATE." The "planets" were labeled with the following titles:]

• Young people

• Teachers

• Education Associations

• United Nations Organizations

• Local Communities

• Government & Local/National Education Leaders

• Families

• Teacher Educators & Academies

• Business

• Media

• Model Holistic Schools

• Citizen Groups for Social Change. ...

Business

GATE understands that a working partnership needs to be built with business. Busi-
ness leaders recognize that the structure and form of today's education are not meeting the
ever- expanding needs of a global society...

Example: W.E. Deming is the creator of Total Quality Management [TQM] — a holistic per-
spective that is transforming the hierarchical nature of the business world. He claims that "a
long-term commitment to new understanding and new philosophy is required of any man-
agement that seeks transformation." 10 There is a common thread between Deming's TQM
model and holistic education. At the 1991 conference in Colorado, a group discussing GATE'S

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interface with business drew the idea of Total Quality Education [emphasis in original] into
their dialogue. This discussion has led to the beginnings of a national TQE movement in
which business, government, and education leaders will be addressing holism in education.
It is an opportunity for GATE'S vision to get wide distribution.

In a separate section of the GATE material entitled "United Nations Organizations" one
reads:

Example #1. Several members of the GATE Steering Committee serve on the Seed Advisory
Committee for the Global Education Program for Peace and Universal Responsibility at the
United Nations' University for Peace in Costa Rica.

Example #2. GATE has been networking with various branches of UNESCO to develop a
series of World Conferences on Education.... The conferences would model the non-hierar-
chical process of new leadership and would be organized according to the following tracks:
Critical issues in education; Global citizenship and ecological education; Education for all;
Innovative strategies and techniques; Spiritual education; Peace and education; and The
media and education. 11

The reference to the United Nations' University for Peace in Costa Rica brings former
United Nations Under Secretary Robert Muller into the picture. Muller wrote his own World
Core Curriculum which he credits to a demon spirit guide, Djhwan Khul, who gained notoriety
in the early 1900s as the spirit guide of Theosophist Alice Bailey who wrote Education in the
New Age (Lucis Publishing Company: New York, 1954). 12 Muller also authored a novel in 1988
entitled First Lady of the World (World Happiness and Cooperation: Anacortes, Wash., 1991)
in which his fictitious world leader enumerates a series of proposals necessary for the smooth
running of a global society. A few of those proposals follow:

7. A World Core Curriculum and a Planetary Management Curriculum are adopted by UNESCO
as common guides for proper Global Education in all schools and universities of Earth. 1996
is proclaimed International Year of Global Education....

11 . More and more countries disarm, demilitarize and have their borders protected by UN
observers under regional and international guarantees. The savings are devoted to devel-
opment, the environment, education and social services....

15. A host of new world conferences are convened at an accelerated pace: on soil erosion, on
mountain areas, reforestation, the world's cold zones, consumer protection, standardization,
world community, a world tax system, etc. (pp. 70-71)

The implementation of this global management system has been accurately described in
two novels — B.F. Skinner's Walden Two, which describes "the method" (behavior modification),
and Robert Muller's First Lady of the World, which describes "the mechanics" (blueprint).
Speaking of the effect of Walden Two, which is required reading in college classrooms across
the country, the promotional blurb on the jacket of the book says:

This fictional outline of a modern Utopia has been a center of raging controversy ever since
its publication in 1948. Set in the United States, it provocatively pictures a society in which
human problems are solved by a scientific technology of human conduct — and in which

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many of our contemporary values are obsolete.

[Ed. Note: Please refer to the 1993 entry regarding the Fall issue of Outcomes containing an
interview with Ken Hazelip and James Block connecting Skinnerian operant conditioning and
mastery learning to Total Quality Management as well as exposing the fact that mastery learn-
ing has been a "hard sell" with American teachers. (Also see 1998 Willard Daggett's Model
School News related to District 4J in Oregon as a "model school district.")]

A sample "21 st Century Report Card" was a handout at the August, 1991 Association
for Supervision and Curriculum Development (ASCD) Network conference in Traverse City,
Michigan entitled "Creating the Twenty-First Century." Descriptive excerpts — which originally
led this writer to believe this sample report card was a joke until able to verify its actual exis-
tence — follow:

DaVinci Elementary School
Principal: R.B. Fuller

[After each of the following categories there is a mark A through F as a grade, ed.]

Spatial Relationships; Intuition; Insight; Generates Ideas Freely; Daydreaming/Reverie; Gestalt
Perception; Esthetic Sensibility: color, form, music, poetry

Teacher's Comments: school psychologist suggests remedial imagination

Work Habits: Able to transcend space/time limitations; Is flexible; Listens attentively — with
third ear; Follows directions unless better idea occurs; Completes assignments — when useful;
Makes good use of time: fantasizing, creating, meditating.

Citizenship: Accepts responsibility; Respects authority— if there is justification for respect;
Respects rights and property of others; Shows empathy/telepathy;

Teacher's signature:
Parent's signature:

Bonnie Newhouse, a Traverse City, Michigan wife and mother of four children who had
served on the junior and senior parent advisory committees as well as the district advisory
council, wrote an article for the Traverse City Record-Eagle's March 18, 1992 issue which in-
cluded the following information related to change agent tactics to implement restructuring
promoted at the ASCD meetings:

In a study done by the U.S. Senate Republican Policy Committee on Illiteracy, September
1989, they conclude: "For the past 50 years, America's classrooms have been used by psy-
chologists, sociologists, educationists and politicians as a giant laboratory for unproven,
untried theories of learning, resulting in a near collapse of public education."

This "collapse" was also referred to by William Spady in his address to the ASCD High
School Futures Planning Consortium III August 1991 meeting in Traverse City. He spoke of
prominent educators talking of WHEN the public education system collapses, not IF [emphasis
in original] . He also shared with the audience that he was one of three given a grant by the
Danforth Foundation with the assignment to transform America's high schools.

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What does all this really mean for our students? From the information gathered and
rhetoric offered, perhaps the most significant was found in yet another ASCD Network con-
ference held the previous week, "Creating the 21st Century"; an example of a 21st Century
Report Card [was presented] ....

We are seeing a major shift away from academics toward attitudes and values. The
question is, who will determine which outcomes your child must have to graduate? If all
this seems farfetched, one has only to read some of the information presented at the ASCD
workshops: "Learners' behavior must show... Learners' attitudes must demonstrate... Learn-
ers will advocate for collaborative change. "

Most enlightening was a session titled, "How to develop the 'desired state' for your high
school." A more accurate title may have been "How to manipulate teachers, parents and the
school board to accomplish your agenda." Among the suggestions: use teachers in these pilots
that are the kids' favorites; introduction of special education in the classrooms will help in
overcoming the barrier of the closed door; how do you deal with people who sabotage your
plan? Do little things to include them, give them power, let them be co-chairs.

The Georgia Public Policy Foundation, a state affiliate of the Heritage Found Ation,
published Reach for the Stars: A Proposal for Education Reform in Georgia by Matthew J. Glavin
in October of 1991. 13 Excerpts follow:

[Preface] The Georgia Public Policy Foundation wishes to thank the Hudson Institute for
sharing much of their original research that constitutes the basis for this plan....

[Foreword] Reach for the Stars proposes step-by-step how we can take the education bull by
the horns and steer it toward success. For parents, it means an end to excessive school taxes
and the beginning of accountability on the part of the school system.... I urge you to read this
report with an open mind and an eye toward change. If Georgia hopes to continue another
decade of growth, it must begin preparing now. Reach for the Stars outlines the necessary
steps to ensure Georgia's future. As citizens, we can not afford to miss this opportunity.

William Bennett

Former Secretary of Education

October, 1991

[Ed. Note: The introduction to Reach for the Stars quotes the late Al Shanker, long-time pres-
ident of the nation's second largest teacher union — American Federation of Teachers — as if
Shanker would be recommending any changes or restructuring other than that proposed by
the Carnegie Corporation. The reader should refer to the 1986 entry which quoted from an
article entitled "Carnegie Report on Education: Radical Blueprint for Change" which appeared
in the June 28-29, 1986 issue of The Bangor [ME] Daily News. This article identified Shanker
as a willing accomplice of Carnegie's plan (the Marc Tucker/National Center for Education
and the Economy plan) to restructure education.]

In the following excerpts from Reach for the Stars the writer has related the statements to
outcome-based education, education restructuring, school-to-work, site-based management,
etc., all of which concerned parents and teachers have been led to believe are anathema to
conservatives:

286

And we need a system of measuring achievement that will tell parents how well their sons
and daughters are doing compared with what they need to know to get ahead — not compared
to what a kid in another county or another state knows [outcome-based education which
replaces norm-referenced testing with criterion-based testing] .

It's time to shift the power back to the teachers and principals [site-based management
which abolishes the power of elected school boards] .

Under the Georgia Public Policy Plan, "ready for life" means having the knowledge
and skills to be successful in life as a citizen, employee and person. Earning a basic high
school diploma should mean one is ready for life [UNESCO's lifelong learning and elements
of competency-based/outcomes-based education] .

Second, create a new statewide assessment system which: (a) measures the extent to
which individual students are meeting the standards; (b) provides information on school
performance for parent selection of schools; and (c) gives employers an objective and mean-
ingful way to assess the capabilities of job applicants by requiring a uniform exit assessment
to earn a high school diploma [the controversial National Assessment of Educational Progress
which measures students' attitudes and beliefs, and school-to-work, SCANS] .

Academic standards should include knowledge, concepts, and skills that all students,
college-bound and job-bound, need to master [school-to-work, mastery learning].

These standards are currently being developed at the national level by the National
Education Goals Panel (NEGP) [no local representation] .

The academic standards will: (a) identify the core competencies that all students
should master at key transition points in their education careers, and (b) identify the skills
and knowledge that students must master to earn a high school diploma.... These academic
standards will also include knowledge and skills needed for responsible citizenship; per-
sonal skills required to get, keep, and progress on a job; and social skills needed to work
with others on a job [Certificate of Initial Mastery, lifelong learning, SCANS, OBE, mastery
learning, and school-to-work] .

In conjunction with the National Education Goals Panel, a new voluntary nationwide
examination system is being developed based on the five core subjects that are tied to the new
national academic standards. Georgia should adopt this new examination system as soon as
it is available for implementation. [This "voluntary nationwide examination system," which
circumvents local control, has metamorphosed into a mandated nationwide examination for
which legislation has been before Congress since 1997.]

The State of Georgia should take this opportunity to request that the NAEP reauthor- iza-
tion. . . include a provision allowing any state that wishes to use the NAEP tests on a school-
by-school basis to do so [NAEP was not designed to be a school-by-school comparison].

There are three integral and inseparable concepts that will "free the teachers" and "free
the parents" — Deregulation, School Autonomy and Parental Choice.

[Ed. Note: How can there be "freedom" for parents and teachers when schools are run by un-
elected (unaccountable) councils which must conform their curriculum to Goals 2000 — national
standards, national tests, resulting in a nationalized (socialist) education system?]

One of the guiding philosophies of this plan is that government funding for K-12 edu-
cation should be targeted to the child— not the school district. Each and every school-aged
child will be entitled to public support for his or her education. Parents can use the child's
publicly funded "scholarship" at any school where the child meets admission requirements.
Exceptions would be schools that fail to meet state performance standards, or private schools
that choose not to participate.

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[Ed. Note: Targeting funding to the child according to the child's Individual Education Plan
(IEP) and meeting the state requirements fits in nicely with school-to-work. Won't a child
whose career path is that of a fireman receive less funding than a child whose career path is
that of an engineer?]

Under the Georgia Public Policy Foundation recommendations the local districts must
divest themselves of operating control of the schools [site-based management and charter
schools].

Each autonomous public school organizes as a non-profit corporation with a board
selected by the teachers and other certified staff of the school.

[Ed. Note: This proposes a complete change of government, resulting in loss of representation
by publicly elected representatives. 14 This is the Carnegie Corporation's plan spelled out in A
Nation Prepared: Teachers for the 21st Century 15 which proposed the total restructuring of the
teaching profession and Luvern Cunningham's disastrous Kentucky model.]

"Company Schools," schools that are sponsored at the work site for students who come to
work with a parent but which are also open to local students [school-to-work] .

The curriculum in most American schools is geared toward the lower rote skills and
is far less challenging than curricula in many other countries. [The reference to "lower rote
skills" is a reference to basic skills — reading, writing, and arithmetic — and the rote learning of
those skills. In 1994 H.R. 6, the controversial legislation that had parents up in arms, referred
to "lower rote skills" in this same derogatory manner. The funding in H.R. 6 was definitely
geared toward OBE/mastery learning/direct instruction and multi-cultural programs, ed.]

[Ed. Note: This report could have been written by UNESCO and the U.S. Department of Edu-
cation with assistance from the Carnegie Corporation and the teachers' unions — American
Federation of Teachers (AFT) and National Education Association (NEA) . It incorporates most
of the essential elements of OBE, America 2000, Goals 2000, the New American School Devel-
opment Corporation's charter schools, and SCANS.]

Human Capital and America's Future: An Economic Strategy for the Nineties (Hopkins
Press: Baltimore, Md., 1991) edited by David W. Hornbeck and Lester M. Salamon, was pub-
lished. The following quotes confirm the worst fears of parents related to education reform
and dumbed down outcomes which are referenced by the change agents as "world class."
Human Capital explains that:

[E]mployer beliefs about the superior capabilities of educated people turned out NOT to be
confirmed in practice [emphasis in original] ; educated employees have higher turn-over rates,
lower job satisfaction, and poorer promotion records than less educated employees, (p. 7)

Education researcher Judith McLemore of Alabama excerpted and commented upon David
Hornbeck's statements in "New Paradigms for Action," chapter 13 of Human Capital :

Programs proposed to "cope with human capital problems" include "Initiatives to alleviate
poverty" (p. 360) which include "income transfers."... The gap between "the haves and
the have-nots is growing." Economic prosperity of the nation is "heavily dependent" upon
stability, (p. 362)

288

Fastest growing "segment of the work force" is "women, blacks and hispanics, whom
we have historically served poorly," and not "white males" whom we have historically served
relatively well.... At present, "schools and other human capital related institutions contribute
to the growing gap between the rich and the poor." (p. 363)

The alteration of our human capital development institutions must be as fundamen-
tal as the changes in our economic institutions and other parts of our social fabric... It
is imperative to "improve the school success of young people with whom we have failed
historically." (p. 364)

"What are the basic tools we have available to initiate and sustain real change?"... 1.
Demonstration projects... 2. Charismatic leaders... 3. Money (p. 365)... 4. Lawsuits (p. 366)...
5. Labor contracts... 6. Legislation, (p. 367)

"It is not possible to achieve the kind of outcomes we envision without being specific
as to what those outcomes are. Moreover, it is necessary to define the quality and scope of
the desired outcomes. Using the Job Training Partnership Act as an example... one of the
frequent criticisms of its outcome definition is that it encourages 'creaming.' If, however, the
outcome sought and rewarded was not just job placement, but job placement for the most
difficult to serve and job placements of a certain quality in terms of pay and future prospects,
one would quickly eliminate that charge.... Crafting outcomes can be a very tricky process
... to achieve the high graduation rates reflecting higher achievement levels will require suc-
cess with the same young people with whom we have failed even with lower standards."
(pp. 369-370)

"What we teach should basically be the same for ALL students." (p. 375) [all emphases
in original]

"New Paradigms for Action" makes it clear that in the future the "system" (not the
student) will be responsible for student success... and the students will be followed (data
collection system from birth until death?). The "system" will be rewarded or penalized for
the success/failure of those "difficult to serve" including whether or not they get high pay-
ing jobs after schooling ends.

In order to drive home her point that our children, as human capital, are nothing but
pawns in the hands of the state/business community, McLemore refers to the foreword to
Alexander Frazier's book Adventuring, Mastering, Associating: New Strategies for Teaching
Children (Association for Supervision and Curriculum Development: Washington, D.C., 1976),
written by Delmo Delia-Dora, president of ASCD (1975-1976), which said, "This work repre-
sents Alexander Frazier's attempt to describe what he calls an equal rights curriculum for all
children." On page 83 Frazier said, "Our goal is the removal of inequality among children who
have been undertaught, overtaught, mistaught, or not taught some things at all." On page 15
he said, "Jefferson saw the public school as an agency for finding talent to serve the state. In
the same way, the school could recruit for the business and industrial establishment."

Virginia Birt Baker's paper, written in 1991, "Educational Choice — The Education Voucher,
Tax Credits, and the Nonpublic Schools" explains very clearly that educational "choice" is a
Trojan Horse carrying government control of all schools and schooling. Excerpts follow:

"Education is an emotional issue," he said. "We're staying away from the word 'voucher'
because 'educational choice' sounds a little more palatable to parents. Educational choice is
giving students and their parents a voucher... and we want to mobilize a significant number
of people... to get the camel's nose under the tent.... We've got to prepare for the long term...

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289

so we can strengthen our position and that of our friends."

So reported a leader of a covert "new right" Dallas think tank at a recent White House
Conference on Education. The pro-choice activists are vociferous proponents of tuition tax
credits and the education voucher, and we wonder why they want to "improve the schools'
and parents' attitudes" by confounding our intellectual inquiries with an emotional and il-
lusory word change.

The Associated Press has reported that... President George Bush said, "Choice will be
a critical element in education reform for years to come. " This recent upsurge in support of
"choice" and the voucher program is nothing new and deserves closer scrutiny by parents
and especially by private and home school patrons....

The Private School Trap-
To parents who have been paying taxes to support government schools, it sounds wonderful
to be able to choose the better school not necessarily in their neighborhood. To parents who
have been paying taxes to government schools and paying the tuition costs to send their
children to private schools, a tax break or a government-paid incentive would be a welcome
relief from financial strain, seemingly encouraging a sort of free-market approach to edu-
cation. But stop and think: The state has its fangs into private and home schools now; what
will it be like when schools are recipients of "choice" money?

The truth of the matter is, once private education accepts tuition tax credits/ vouchers
it can no longer remain "private," because through government regulations, it will be forced
to become one and the same with its public counterpart.

The United States Coalition for Education for All (USCEFA) — an outgrowth of World
Conference on Education for All, Jomtien, Thailand — met October 30-November 1,1991 in
Alexandria, Virginia. President Bush's wife, Barbara, was named honorary chairperson. One of
the keynote speakers at the event was Deputy Minister of Education Elena Lenskaya, Republic
of Russia. 16 The purpose of this conference was to "involve the United States in reform of
education/community renewal worldwide. " The same United Nations outcomes as those rec-
ommended at the Jomtien conference were adopted. According to "The Mission Statement":

USCEFA is comprised of a diverse group of international, domestic, governmental and non-
governmental groups, associations, and individual education, business, media and health
leaders. The Coalition was created as an outgrowth of the World Conference on Education
for All, where official delegations from 156 countries achieved a worldwide consensus to
launch a renewed worldwide initiative to meet the basic learning needs of all children, youth
and adults. 17

The Coalition is taking this worldwide consensus and bridging between the initiatives
for reform in other countries and the goals for education reform in the United States. [This
statement flies in the face of change agent assurances at the local and state level that goals
are locally developed, ed.]

It strongly believes that the improvement of education is essential for improving the
quality of life for the world's people and for sustainable economic development; and for these
reasons, this organization is committed to improving the state of basic education in the United
States and developing countries by creating new partnerships for educational reform. . . .

Through seminars, publications, media events, conferences, networking and the dis-
semination of information, the U.S. Coalition for Education for All is working to meet the
goals set by the World Conference on Education for All. Members of the Board of Directors

290

include:

President: Janet Whitla, Education Development Center, Inc. 18

Vice President: Stephen F. Moseley, Academy for Educational Development, Inc.

Secretary: Richard Long, International Reading Association

Treasurer: John Comings, World Education, Inc.

Clifford Block, Far West Regional Laboratory for Educational Research and Improve-
ment

David Dorn, American Federation of Teachers
Alan Hill, Apple Computer, Inc.

Gary Marx, American Association of School Administrators

Thomas Shannon, National School Boards Association

Daniel Wagner, National Center on Adult Literacy, University of Pennsylvania

New American Schools Development Corporation (NASDC) was established in 1991.
President George Bush requested that the business community raise funds to support devel-
opment of "radical, break-the-mold" schools (one in each Congressional district) which would
in the future be known as "charter schools" (public school "choice" schools). 19 The Request
for Proposals from NASDC required that:

Design teams should define the scope and focus of their own work. Student age-grouping
may be unconventional, and designs may serve students younger than five years of age and
older than eighteen; students need not all be assembled in a single building or at a particular
time of day; the school day and school year may be redefined. The duties of administrators,
teachers, volunteers, parents, and all other adults may be changed.... The design may entail
major changes in community governance, community structures and the functions of other
institutions such as public health agencies and welfare departments. Alternatively, designs
may adopt conventional arrangements for any of above.

The Effective School Report's November 1991 issue carried an article entitled "A Letter
from Russia." The following excerpts illustrate the extent of damage resulting from the 1985
U.S. -Soviet and Carnegie education agreements and other exchange agreements:

Editor's note: Don Thomas, executive director of the Network for Effective Schools, journeyed
to Russia in September as part of a contingent of American educators traveling under the
auspices of the U.S. Department of Education (Secretary Lamar Alexander). Dale Mann of
Columbia University was a part of the delegation. After initial meetings in Moscow, Thomas
traveled to the City of Sochi to meet with Russian educators. One of his contacts was Professor
Victor Nouja, a school administrator from Rostov-on-Don. The following letter is a follow-up
communication from Nouja, who is eager to establish contacts with American educators for
the exchange of information and teaching on school management practices:

Dear Mr. Thomas:

How are you and your family? Now that we have returned from the first East- West
International Workshop in Sochi (Russia) to our native city, Rostov-on-Don, my friends and
I want to thank you for the opportunity you gave us to learn about the experiences of school

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reform and educational management in the state of South Carolina and the evaluation of
schools in South Carolina. I am sure your experience will be very helpful for us.... There
are many teachers and school principals who are very interested in taking part in different
projects. But, we would like to have our own project — "Rostov-South Carolina-Utah." Me
and my boss had a very long and promising talk with our city authorities about our possible
contacts. And they promise to undertake sponsorship of the international teacher training
and school management program.

Now some words about goals of the project. The first is — to exchange our experience
in school management and especially in evaluation of school activity. The second is — to
transfer your experience of using computer systems in both teaching and school manage-
ment. The third goal — exchange of teaching experience. Now we begin to work with groups
of teachers who are ready for actions in this project.

Mr. Thomas, I'll be very happy if you send a letter and tell me your vision on points I
have described. If there is no objection and difficulties to start this project then we need to
find time and place we could meet and discuss details. It might be either your town in South
Carolina or our native city Rostov-on-Don. At that meeting we'll be able to work out a pro-
gram or project and sign something like an agreement on form and the matter of the project.
Our city's authorities are ready to take part in this business. I hope we could organize this
meeting this winter or early in spring time. Mr. Thomas, I have a big favor to ask of you...
papers and some tests for accreditation of schools.

Signed Victor Nouja, 344103 Stz Sodzujestva NeF, ap 170, Rostov-on-Don, USSR, Russia

British Columbia Teachers' Federation 20 in 1991 published "What is the Market Model?
Excerpts from this interesting flyer made available to Canadian teachers follows:

AIMS: The Market Model aims to reduce learning to an instrument serving social power. More
specifically public education is enlisted in the Market Model to serve the needs of corporate
capital in an information age of global production.

FEATURES:

1. In Canada the market model started in higher education, and is now moving to
secondary schooling.

2. Cuts in government funding, with corporate funding targeted to particular proj-
ects.

3. Purpose of education — to compete economically in the international marketplace.

4. Demands that public education be redesigned to serve as a knowledge producer for
private corporations in the national economic competition.

5. Textbook production and distribution under control of private corporations.

6. Academic teachers are conceived as "business persons" who provide goods and
services under Free Trade Agreement and NAFTA.

RHETORIC:

"New Reality"

Competition, Market Discipline

"The Campus as Corporation" (Strangeway, 1984)

Curriculum Products

Resource Units or Resource Packages

292

Uniform Standards Skills

MAIN SOURCE: McMurtry, John, Journal of Philosophy of Education, Vol. 25, No. 2, 1991.
PD95-0016

[Ed. Note: Many of McMurtry's tongue-in-cheek ideas are to be found in so-called "conser-
vative" think tanks' papers on education restructuring. Number 6 under "Features" is particu-
larly offensive in that the idea of teachers becoming "private contractors" instead of school
system employees is being discussed and proposed around many a policy maker's table in
this country. What a peculiar thing. If teachers are being trained not to concentrate on subject
matter or "lower level skill development," what would they have to market? The ability to
"train" students to perform certain tasks in a certain way in a certain period of time? Market
Model Maniacs?]

1992

The Effective School Report's February 1992 issue carried an article entitled "Free
Education in a Free Society" by Nick Zienau of England's Educational Consultancy. It reads
in part:

This article describes a project which began at a conference organized in September 1991
to discuss possibilities for projects between East and West which might assist the process of
educational reform in Russia and the other republics formerly of the USSR. ... An important
part of becoming convinced that this was worthwhile was to discover that there was a com-
mon set of values and ideas about the changes facing education systems whether in Russia,
the U.S. or Europe. ... A key theme for us was, therefore, that those ideas which hitherto have
been seen as progressive alternatives and often dangerously radical in educational theory and
practice will increasingly become part of mainstream education practice and thinking.

A second key principle was the idea that increasingly education will cease to be a
state monopoly and must have a relationship with the free market. This seems related to
the idea of individual enterprise and choice. Our belief is that it is helpful to educational
reform and therefore to this project to form collaborative relationships between the state
and organizations acting in the free market. This will help to allow individual autonomy,
enterprise, etc., to flourish and allow relationships between those involved in reform not
to be based on fixed budgets and supply side economics. It will require us to have clear
contracts between participants. If we have ideas about how to go about training teachers,
we will learn these best from each other by doing it together and that only in this way can
the project be effective as an educational intervention between nations, between innovators
or between individuals.

...We believe in an exchange of learning and in the idea that there is likely to be as
much that the West can learn from eastern partners as the other way around. We believe
that a key to what this learning might be about is that the West's knowledge of how to do
things in education, how to make changes for instance in the technology, is matched by
pedagogic systems and theories which have been highly developed in Russia. We believe
that these theories and practices can form the basis of radical curriculum innovation and
organizational reform.

Finally, we believe in a project that has an organic structure. It will have two nodes,
one in the east and one in the west, and it will span three continents. It will have a core

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structure which must have a small financial base and it will have participating organiza-
tions and individuals. However, the form of the organization must be one in which projects
can be developed from the center core and not controlled by it. Participants should be free
to create these without relying on central funding or permission as long as they can fit into
this set of agreed values which the project will develop.

First among these is the theme of teacher education (both pre- and in-service) . We see
this as the key way of changing and influencing education. . . .

Thirdly, we hope to gain the active involvement of industry and commerce. It will
be the concern of the project to encourage such collaboration on both sides, both in the
Eastern consortium and in the Western consortium. We understand it as an important way
of ensuring that education is relevant to society, understood and cared about, and seen as
connected to sources of wealth creation in society. Certainly in the East and also, we would
venture, increasingly in the West, active involvement of industry and commerce is essential
in order to obtain the funds and commitment necessary for educational reform to succeed.
This means that in practice we will take every available opportunity to involve actively avant-
garde leaders of industry and commerce both in funding, supporting and implementing the
project. The important criteria for collaboration must be that there is sufficient congruence
of ethics and values about the goals and methods of the project.

Fourthly, in order to "practice what we preach," we believe that our meetings and proj-
ects events do actively demonstrate and work with the pedagogic systems, that the learning
should be managed in a conscious way. We therefore will make it a feature of the project
that we focus on the skills and strategies of managing learning in an international context
whether it be in the seminars, conferences, exchange trips or consultations. Fifth, it will be
important to formulate structures and models of organization that encourage independence
and autonomy through small groups.... The education reform process will be built on the
work of many small groups making their own decisions. We will need to build into our
project structure of contract making, interdependence with autonomy and hold it within
a regulated and boundaried field of action. These kinds of structures and models are new
forms of organization for both East and West and represent a move away from hierarchy
and role-dominated cultures.

The Consortium activity has the official support of the Minister of Education for the
Russian Republic, Dr. Edouard Dneprov, and a close liaison has been established with the
Ministry. On the Western side, the consortium at present includes consultants, trainers,
and researchers from the UK, Netherlands and the USA who aim in the first place to act
as a bridge into the various educational networks in the West. These will include higher
education initiatives, networks of alternative schools, organizations involved in innovative
teacher training, consulting organizations, industrial and commercial organizations concerned
with pedagogical innovation. They are also currently working to obtain funding and support
among possible private and public sector sponsors.

Signed Nick Zienau

[Ed. Note: Considerable space has been devoted to quotes from The Effective School Report due
to their obvious close relationship to activities in American education restructuring; i.e., choice,
charter schools, school-business partnerships, school-to-work legislation, The New American
Schools Development Corporation, site-based management, merger of public and private sec-
tors, and the Skinnerian workforce training methodology. This important article justifies the
validity of concerns expressed by Americans opposed to the U.S. -Soviet and Carnegie-Soviet
education agreements signed in 1985 by President Reagan, Mikhail Gorbachev, Carnegie Cor-
poration and the then-Soviet Academy of Sciences, respectively.]

294

"Beijing Journal: Personal File and Worker Yoked for Life" by Nicholas D. Kristof was

published in The New York Times on March 16, 1992. This article described the Chinese dangan
as part of a web of social controls that ensures order in China. Excerpts follow:

Beijing — As part of China's complex system of social control and surveillance, the authorities
keep a dangan, or file, on virtually everyone except peasants. Indeed, most Chinese have two
dangans: one at their workplace and another in their local police station.... "School records
and grade transcripts," she began, offering a foreigner a rare look into the dangan system,
"Entry into the Communist Youth League and the Communist Party. Family members and
photo. Promotions and level of work. Performance evaluations. That kind of thing. About
10 times."

A file is opened on each urban citizen when he or she enters elementary school, and
it shadows the person throughout life, moving on to high school, college and employer.
Particularly for officials, professors and Communist Party members, the dangan contains
political evaluations that affect career prospects and permission to leave the country.... The
dangan affects promotions and job opportunities, and it is difficult to escape from because
any prospective employer is supposed to examine an applicant's dangan before making a
hiring decision.

[Ed. Note: Sounds like the U.S. Secretary of Labor's Commission on Achieving Necessary
Skills resume for "Jane Smith" which grades Jane on a 1-10 basis on honesty, etc., and which
includes her community service activities. Oregon's legislation stating that employers could
not hire potential employees unless they had a Certificate of Initial Mastery did not pass.
However, the very idea that it was proposed means that that is exactly what is intended. The
above article is important because of U.S. educators' official visits to China and the fact that
the U.S. Department of Education's contract for the SPEEDE Express (an electronic data ex-
change system to be used for transfer of student records, etc.) is the beginning of the transfer
of personal data on students to various agencies, prospective employers, etc.]

Filling the Gaps: An Overview of Data on Education in Grades K through 12 was pub-
lished by the National Center for Educational Statistics (U.S. Department of Education, Of-
fice of Educational Research and Improvement: Washington, D.C. [NCES 92-132], 1992). On
page 5 one finds a most extraordinary and revolutionary definition of teacher "quality" which
transfers the responsibility for learning from the student to the teacher. Excerpts from Filling
the Gaps follow:

TEACHERS

Beginning in the 1980s, NCES collected detailed information on the characteristics and
qualifications of teachers.. . .

But the term "qualifications" is not synonymous with "quality. " The characteristics that
contribute to good teaching are many, and no single configuration of traits, qualifications,
or behaviors unvaryingly produces optimal student outcomes in all situations. NCES teacher
surveys have concentrated on collecting data on "qualifications," rather than trying to define
"quality." In order to define and measure "quality," characteristics and qualifications of
teachers must be related to growth in student achievement.

[Ed. Note: If the bottom line regarding "quality teaching" is "growth in student achievement"
one must assume that extraordinary measures will be necessary to bring about such "growth

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in student achievement" and the only measures that exist are those associated with the Skin-
nerian operant conditioning method used in mastery learning/direct instruction/outcome-
/results-/performance-based education, all of which are synonymous with the new definition
of "achievement. " The Skinnerian method identifies each and every minute component of the
subject to be learned and measures each and every response by the student and teacher, leaving
much real learning out of the picture. It is evident that the teacher will also be "trained" in the
same way the student is "trained" in order to become a "quality teacher" who never deviates
from the script and whose every action, including facial expressions and body gestures, can
be precisely measured, accounted for, and evaluated.

As a teacher, you WILL perform, or you will lose your job.

As a student, you WILL achieve, unless you are unwilling to be trained like an animal,
in which case you may be sent to some form of "boot camp" for "re-education."
In order to accomplish the above, you, as a teacher, WILL teach to the test.]

Perhaps the most important data gap in understanding how teachers affect the educational
process is the lack of a good definition of "teacher quality."... The National Education Sta-
tistics Agenda Committee... has recommended that OERI fund special studies to improve
the measurement of, among other things, "important school processes including. . . methods
of training teachers and assessing their competence."

Another gap relates to the assessment of teacher quality....

The qualifications measures that NCES does not collect cannot currently be related to
measures of student achievement. ... Development of a measure of "teacher quality" would be
hastened by obtaining student outcome measures that could be linked to the rich nationally
representative data on teacher qualifications.... These data are collected from information
available in school records.... This student records form, if found feasible, could provide the
data necessary to improve our understanding and measurement of "teacher quality."

[Ed. Note: In addition to data-gathering based on teach-to-the-test produced student perfor-
mance measures of "teacher quality," Filling the Gaps also outlines other data gathering that
is related to the "quality" measure— quality of life. According to Filling the Gaps:

Socio-economic status (SES) of students is important for understanding, among other things,
student outcomes including achievement test scores and graduation rates.... [C]ompletion
in 1993 of the project to map decennial census information to school district boundaries
will enable most elementary/secondary data to be linked to school district SES measures
for analysis.

The original 1981 Census Mapping Project, a joint venture between the National Center for
Education Statistics and the U.S. Census Bureau, was kept a highly guarded secret for a long
time. One can only speculate as to the reason— perhaps it is related to the fact that exchang-
ing information of this type between government agencies has been, technically, illegal. (The
reader may remember the cries of protest that surfaced in the mid-1980s over the idea of the
IRS tracking unpaid student college loans by sharing data from the U.S. Department of Edu-
cation. The justification for continuing to illegally share interagency data was lost in the shuffle
as the dust settled over that debate. Perhaps the 1981 Census Mapping Project was used as
justification for "on-going practice constitutes acceptable practice.") However, it is important
to note the fact that the SES measures projected for the 1993 NCES-U.S. Census project are to
be arrived at by analyzing data collected on the "community" — or school district — level.

296

NCES maintains a series of Educational Records Series handbooks containing the computer
coding numbers, categories, and specific pieces of information gathered and recorded about
anything connected with schools — including Handbook VIII: The Community. This handbook,
while having its contents merged into later versions of others in the series, originally con-
tained the coding for all community "quality of life" information, including factors producing
socio-economic status data and a chapter entitled "Attitudes, Values and Beliefs." This hand-
book provided the vehicle for profiling a "community" — defined as a "school district" by the
Census Mapping Project — for planning of programs by Community Education practitioners.
{Community Education's Effect on Quality of Life by W. James Giddis, Diana Page, and George
L. Mailberger [Center for Community Education at the University of West Florida: Pensacola,
Fla., 1981], p. 8.)

Profiling a community for "Attitudes, Values and Beliefs" is useful for those education
change agents steeped in the methods taught in Ronald J. Havelock's The Change Agents' Guide
to Innovation in Education, regularly taught at the National Training Laboratory's programs
and other leadership training seminars for teachers, administrators, board members, elected
or appointed officials, and other "first-level adopters" of new education reform/restructuring
proposals. The data gathered through the Census Mapping Project, among other things, assists
in identifying those in a local community defined as "resisters" to controversial programs.

Efforts to require "accountability" based on "measurements of teacher quality" have much
broader consequences than most policy makers have imagined. Defining terms can lead to un-
derstanding that some recent reform efforts are based on faulty premises, to say the least.]

Community Learning Information Network, Inc. (CLIN) was incorporated in 1992. CLIN's
22-page publicity packet stated in part:

CLIN was incorporated in April of 1992, with a bi-partisan "Blue Ribbon" board of directors
to implement a community-linked learning technology and information delivery system.
CLIN has attracted a following in a substantial number of communities and involves a broad
range of industries and interests (including educators, small and large businesses, hospitals,
National Guard and Reserves, various government agencies, public housing, and inner city
organizations and telecommunication providers) in implementing the CLIN concept. CLIN
has been recognized by the White House and senior members of Congress and currently has
legislation marked for testbed projects. CLIN has also developed international projects to
include an approved project with the People's Republic of China sponsored by the highest
levels of the Chinese government. 21

[Ed. Note: United States government assistance to the Chinese Communist government will
ensure an even tighter control of that government over every aspect of its citizens' lives. The
transfer of medical records, personal information, etc. over CLIN networks should be of great
concern to Americans who value their right to privacy. U.S. Senator Phil Gramm of Texas (R.)
has been the chairman of the board of directors for CLIN — a public-private venture.]

Texas researcher Billy Lyon wrote Connections and Conflicts of Interest (Or, There Ought
To Be an Investigation!) in 1992. 22 This extraordinary piece of research, which discusses in detail
the private, for-profit design team projects selected by the New American School Development

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297

Corporation (NASDC) and the connections of those involved, also presented new information
on vouchers (educational "choice"). The preface is presented below in its entirety:

PREFACE

This paper began as a revision and update of the original article, "$$$ 'Choice' For Profit?
$$$," about the Edison Project. Since writing that article, however, the eleven "Design
Teams" have been selected by the New American School Development Corporation and the
released embargoes received, giving more fodder for grist. To be perfectly honest, some of
the connections were just too irresistible to ignore. Each one led to another and this paper
has grown like over-leavened dough. The "Design Teams," new information from America
2000, proposed legislation, and a little digging in some old files, provided further insight
into the voucher proposals. This paper is about vouchers (educational "choice") as much
as anything, but from a different perspective. The Design Teams give you an idea of what
kind of "private schools" the vouchers may eventually be used for.

For those who received the earlier "Choice for Profit?" article, Appendix A contains
additional information on Time- Warner, Benno C. Schmidt and Chester Finn, Jr. The material
on James S. Coleman in Appendix B is especially significant.

By no means, does this paper cover all connections, or even all the "Design Teams."
We're sure that those who are left out will not be offended. A chart is enclosed which, hope-
fully, will help you see some of these connections.

As you read this paper, keep in mind that in the beginning of talks on education
reform/restructuring, all that citizens were demanding was a return to traditional basics.
They wanted their children to be able to read!

This writer has, with much difficulty, selected only a few important quotes from Billy
Lyon's report. "With much difficulty" due to the report's containing nothing but vital infor-
mation and documentation on a subject which has everything to do with our children's futures
and that of our nation — "choice." Excerpts from this fine report follow:

THE EDISON PROJECT, TIME- WARNER & WHITTLE COMMUNICATIONS:

Chris Whittle's Edison Project is an initiative to build a national, private, for-profit school
system. Time- Warner has been not only a full partner in the Edison Project, but owned 50%
of Whittle's principal company, Whittle Communications LP. Other initial Edison Project
partners and financiers were Phillips Electronics and Associated Newspapers Holdings, which
agreed to spend up to $60 million for the three-year study. Team members of The Edison
Project include: Yale University President Benno C. Schmidt, Jr.; Lee Eisenberg, former edi-
tor-in-chief of Esquire (Whittle was once co-owner) ; Dominique Browning, former assistant
managing editor of Newsweek Magazine; Vanderbilt University professor and former assistant
secretary of education in the Reagan Administration Chester E. Finn, Jr.; and John Chubb of
the liberal Brookings Institution and Center for Education Innovation....

NASDC DESIGN TEAMS:

NASDC is the private, non-profit corporation set up by American business leaders at the
request of President Bush to develop a new generation of American schools by contracting with
and supporting the most promising "break the mold," "start from scratch," curricula design
teams. Even though NASDC is non-profit, the eleven winning design teams are "for profit."
NASDC is part of America 2000, President Bush's education restructuring strategy...

Clinton Administration Secretary of Education Richard W. Riley calls NASDC and Goals
2000 [Educate America Act) , a powerful combination for "change and improvement. " NASDC

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Executive Management Council Chairman Reams says the two working in partnership "will
provide systemic change in education." ("NASDC FACTS," New American Schools Devel-
opment Corp., no date, received 9/13/93)....

In a Wall Street Journal (6/5/92) article Benno Schmidt, president of the Edison Project,
discussing what is wrong with present schools and how projects such as the Edison Project
might improve things, claims that "schools have wavered from liberal educational purposes...
leavfing] little room for the free play of young people's curiosity... and the cultivation of the
imagination...." He asked, "What might result if children came to school as toddlers or even
earlier, rather than as five- or six-year-olds? What if parents were systematically involved and
actually worked regularly in schools? What if students taught other students much more?
What if schools were open 12 hours a day, 12 months a year? What if... a school system
across the nation was completely tied together technologically, and could take advantage
of systemwide experimentation?..." [What if we just taught students how to read and write
well and compute 2 plus 2 without a calculator? B. Lyon]

CHESTER FINN:

Dr. Dennis Cuddy, in Now is the Dawning of the New Age New World Order,... said:
"In the book We Must Take Charge, not only does Finn advocate a national curriculum, but
he also writes:

The school is the vital delivery system, the state is the policy setter (and chief paymaster) ,
and nothing in between is very important. This formulation turns on its head the traditional
American assumption that every city, town, and county bears the chief responsibility for
organizing and operating its own schools as a municipal function. That is what we once
meant by local control, but it has become an anachronism no longer justified by research,
consistent with sound fiscal policy or organizational theory, suited to our mobility pat-
terns, or important to the public.

Every student must meet a core learning standard or be penalized, according to Finn,
who says perhaps the best way to enforce this standard is to confer valuable benefits and
privileges on people who meet it, and to withhold them from those who do not. Work
permits, good jobs, and college admission are the most obvious, but there is ample scope
here for imagination in devising carrots and sticks. Drivers' licenses could be deferred.
So could eligibility for professional athletic teams. The minimum wage paid to those who
earn their certificates might be a dollar an hour higher.

Cuddy refers to a U.S. Department of Education "White Paper" (probably prepared
largely by Finn) . . . with a cover letter saying "Assessment can be used as both a carrot and
stick".... Under the White Paper's section "Intervening in Academic Bankruptcy" it indicates
that some school districts may be unwilling to meet their educational responsibilities, and in
those cases, state intervention may mean "replacing district superintendents and local school
boards with state-appointed officials." This is the same "state takeover" of local schools not
meeting certain state standards that Carnegie persuaded the National Governors' Association
to recommend when Lamar Alexander was its chairman in 1986.

Dr. Cuddy then reminds us that "Leading conservatives around the country were
warned about the Alexander/Finn educational philosophy, but most refused to oppose the
nomination of Lamar Alexander as Secretary of Education."

JOHN CHUBB:

Team member John E. Chubb, senior fellow with the Brookings Institution, was a
participant at the 1989 White House Workshop on Choice in Education at which he also
introduced speaker Governor Rudy Perpich of Minnesota. Chubb is on the Executive Com-
mittee of the Center for Educational Innovation, "an independent project of the Manhat-

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299

tan Institute for Policy Research... [whose goal]... is to improve the educational system in
America by challenging conventional methods and encouraging new approaches... seeks
to accomplish this through... research, discussion and dissemination directed at a broad
public audience. The Center's work is made possible by grants and gifts from the following:
Karen and Tucker Anderson, The Chase Manhattan Bank, Exxon Education Foundation, The
Lauder Foundation, The Rockefeller Foundation and others." (From "Education Policy Paper,
Number 1, Model for Choice: A Report on Manhattan's District 4, Manhattan Institute for
Policy Research" included in the notebook entitled Choosing Better Schools, Regional Strategy
Meetings on Choice in Education which came from the U.S. Department of Education, Office
of Intergovernmental and Interagency Affairs, Jack Klenk, special advisor.)

John Chubb is one of a 14-member task force who issued a study that "proposed a set of
bold, innovative solutions designed to bring about... improvements in Texas public schools,"
entitled Choice in Education: Opportunities for Texas (March, 1990). In addition to Chubb,
"Members of the Task Force producing this study included... Dr. John Goodman, president
of the National Center for Policy Analysis, Dallas; Allan Parker, associate professor of law,
St. Mary's University, San Antonio; Dr. Linus Wright, former under secretary of education;
Dr. Kathy Hayes, associate professor of economics; and Fritz Steiger, president, Texas Public
Policy Foundation." (Texas Public Policy Foundation REPORT, Summer, 1990, Vol. 11, Issue
11, pages 3-4.) Dallas Eagle Forum also reportedly co-sponsored the John Chubb-Terry Moe
conferences in March, 1990....

VOUCHERS ("CHOICE"), EDISON PROJECT AND NASDC DESIGN TEAMS:

Since vouchers (educational "choice") are important to the success of this scheme to
"privatize" and "decentralize" education through "Design Teams," the Edison Project and
other private programs, with the assistance of waivers and "flexibility," vouchers need to
be examined in the new context.... Mainstream news sources have pointed out that vouch-
ers will benefit Chris Whittle's Edison Project, as well as any "privatized" school projects.
Examples are:

Newsweek (6/8/92) — "There's no question that Whittle schools could be extremely re-
warding... if Congress approves a voucher system...."

Time (6/8/92) — [owned by Time-Warner] — "...the Bush Administration strongly supports
the concepts that underlie the Edison Project.... Many observers believe Whittle's long-
term plan anticipates the use of these (voucher) funds. If adopted, the reform (vouchers)
could funnel billions of public dollars into private schools...."

CHUBB & CONSERVATIVES:

Most conservatives have been conspicuously silent on John Chubb's partnership in The
Edison Project, and the benefits to be accrued from government voucher assistance. Many call
this "privatization" of education, leaving the impression that it is "free market enterprise,"
which is absolutely ridiculous since the venture is taxpayer funded and, consequently, gov-
ernment controlled! Chubb's role may now be an embarrassment to those, who with great
fanfare and publicity, sponsored his tour around the country extolling the virtues, but not
the consequences, of education "choice." Nor were people informed of Chubb's liberal con-
nections. And, only later did people learn of the other "designs" on "choice" money which
came to light with the introduction of America 2000, The Edison Project, and the other for-
profit programs. The Design Teams projects were probably part of a veiled plan that drove
the promotion of vouchers to begin with — from top down. Before letting the cat out of the
bag, however, it was necessary to garner support for the strategy, especially from Christian
conservatives. "Choice" had to be sold to them as beneficial. And, so it was. Many fell for

300

it, following certain leaders. John Chubb was at the top of the sales team.... [John Chubb is
also a supporter of the Skinnerian DISTAR/Reading Mastery program developed by Siegfried
Engelmann and thoroughly discussed in this book, ed.]

LAYING THE GROUNDWORK:

Regional strategy meetings on choice in education were held in the fall of 1989, fol-
lowing the White House Workshop on Choice in January, where John Chubb, Dennis R
Doyle, Joe Nathan, Governor Rudy Perpich of Minnesota, Governor Tommy Thompson of
Wisconsin, and then-Governor of Tennessee Lamar Alexander were speakers. At the strategy
meetings, research papers, position statements, and policy analyses were presented and the
information compiled in a large notebook entitled, Choosing Better Schools: Regional Strategy
Meetings on Choice in Education. The notebook contained two "Education Policy Papers,"
from the Center for Educational Innovation (CEI), a project of the Manhattan Institute for
Policy Research. The list of CEI Executive Committee members included John Chubb, Senior
Fellow, Brookings Institution, and Joe Nathan, Senior Fellow, Humphrey Institute of Public
Affairs. Among the CEI supporters were... The Chase Manhattan Bank, Exxon Education
Foundation... The Rockefeller Foundation.... (THIS ISN'T GRASSROOTS CONSERVATISM,
FOLKS!) CEI's Education Policy Paper #2, "The Right to Choose," contained presentations
by John Chubb, Joe Nathan, Chester Finn, Jr., and James S. Coleman.

James S. Coleman has been busy, too. His work penetrates the entire educational en-
vironment, including restructuring. He's been quoted in educational materials for at least
25 years. Recently, a paper by Coleman, entitled "Parental Involvement in Education," was
included with the America 2000 issues paper, "What Other Communities Are Doing, National
Educational Goal #1," distributed after the third America 2000 satellite town hall meeting
(7/28/92).... Coleman gives yet another reason for approving "choice," one less publicized.
He said that the "choice system" would give the school more authority, making it possible
to require more of parents and children by having them accept and obey a set of rules as a
condition of entering and continuing in the school....

PRIVATE VOUCHERS:

Does the information just presented tell us something about the evolution of arguments
for vouchers; from one of assisting those in private schools to that of aiding the poor who can't
afford a private school? Does it explain why all voucher legislation/ amendments are directly
or indirectly connected to Title I, Chapter I of ESEA, which addresses the "Disadvantaged"?
Does it suggest that the purpose of the whole scheme is "homogenization" through more
integration, economically and socially. . . for total equality through redistribution of wealth
and children, via vouchers?...

G.I. BILL FOR CHILDREN, OR INTEGRATION BY VOUCHER?
Recall these statements:

Albert Shanker, American Federation of Teachers — "It may be that we can't get the big

changes we need without choice. "
President George Bush — "Choice is the one reform that drives all others."
Former U.S. Secretary of Education Lauro Cavazos — "President Bush and I are deter-
mined to use the power of choice to help restructure American education."

A MESSAGE FROM PRESIDENT GEORGE BUSH WAS DELIVERED REGARDING THE NATIONAL Youth Ap-
prenticeship Act (House Doc. #102-320, The Congressional Record) on May 3, 1992. Excerpts
follow:

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301

I am pleased to transmit herewith for your immediate consideration The National Youth
Apprenticeship Act of 1992.... This legislation would establish a national framework for im-
plementing comprehensive youth apprenticeship programs.... These programs would be a
high-quality learning alternative for preparing young people to be valuable and productive
members of the 21st century work force.... There is widespread agreement that the time has
come to strengthen the connection between the academic subjects taught in our schools and
the demands of the modern, high technology workplace.... Under my proposal, a student
could enter a youth apprenticeship program in the 11th or 12th grade. Before reaching these
grades, students would receive career and academic guidance to prepare them for entry into
youth apprenticeship programs.... A youth apprentice would receive academic instruction,
job training and work experience.... Standards of academic achievement, consistent with
voluntary national standards, will apply to all academic instruction, including the required
instruction in the core subjects of English, mathematics, science, history, and geography.
Students would be expected to demonstrate mastery of job skills....

My proposal provides for involvement at the Federal, State and local levels to ensure
the success of the program. Enactment of my proposal will result in national standards ap-
plicable to all youth apprenticeship programs. Thus, upon the completion of the program,
the youth will have a portable credential that will be recognized wherever the individual
may go to seek employment or pursue further education and training....

I believe that the time has come for a national, comprehensive approach to work- based
learning. The bill I am proposing would establish a formal process in which business, labor,
and education would form partnerships to motivate the Nation's young people to stay in
school and become productive citizens.... I urge the Congress to give swift and favorable
consideration to the National Youth Apprenticeship Act of 1992.

An article by Laura Rogers entitled "In Loco Parentis, Part II — The 'Parents as Teach
ers' Program Lives On" was published in the September 1992 issue of Chronicles. 23 Ms. Rogers
rendered all Americans a great service by providing a seminal work on this totalitarian program.
Excerpts from her excellent article follow:

For the uninitiated, the PAT [Parents as Teachers] program was begun in Missouri in 1981,
ostensibly for the purpose of curbing the high dropout rate and winning back parental support
for the public school system. In 1985 the state legislature mandated that the PAT program
be offered to all schools and children in Missouri and since then the PAT program has been
proposed in at least forty other states. Simply put, the program pivots on assigning to all
parents and children a "certified parent educator." This state employee evaluates the child
(under the guise of educational screening), assigns the child a computer code classification,
and initiates a computer file that the state will use to track the child for the rest of his or her
life. All of the computer code designations label the child to some degree "at risk," and there
is no classification for "normal." The state agent conducts periodic home and school visits
to check on the child and the family, dispensing gratis such things as nutritional counsel-
ing, mental health services, and even food. Schools under the PAT program provide free day
and overnight care. The "certified parent" might forbid the biological parents to spank their
child, and might prescribe, if the child is deemed "unhappy," psychological counseling or a
drug such as Ritalin. If the parents refuse the recommended services or drugs, the state may
remove the child from the home, place him in a residential treatment center, and force the
parents to enroll in family counseling for an indefinite period.

302

On November 11, 1992, several days after the 1992 presidential election, Marc Tucker,
director of the National Center on Education and the Economy in Rochester, New York, wrote
a letter to Hillary Clinton on NCEE letterhead in which he outlined a lifelong, (socialist)
workforce agenda, most of which — interestingly enough — had no problem being approved
by a Republican-controlled Congress within three years. 24 (See Appendix XV and XVIII.) The
letter's introductory paragraph stated:

I still cannot believe you won! But utter delight that you did pervades all the circles in which
I move. I met last Wednesday in David Rockefeller's [Jr.] office with him, John Sculley [Apple
Computer executive] et al. It was a great celebration. Both John and David R. were more
expansive than I have ever seen them — literally radiating happiness. My own view and their's
is that this country has seized its last chance. . . .

...We propose, first, that the President appoint a national council on human resource
development.... It would be established in such a way to assure continuity of membership
across administrations, so that the consensus it forges will outlast any one administration....
Second, we propose that a new agency be created, the National Institute for Learning, Work
and Service.

American Federation of Teachers affiliate, the Philadelphia Federation of TEACHers,
stated its opposition to Outcome-Based Education (OBE) in a November 20, 1992 letter to
Pennsylvania state senators as follows:

OBE should be a pilot project at best, and tested in several schools as a welcome addition
to the existing Carnegie Units. It should not be implemented statewide because it could be a
costly disaster. OBE has no grade designations. OBE has minimal "benchmark" designations.
There are no time designations. For example, a student completes all English requirements in
one and one-half years. This student is not required to further develop English skills in the
remaining two and one-half years of his/her high school career. There are NO safety nets for
students. OBE is really non-graded schools and non-graded classrooms. It is a very dishonest
approach to slipping this whole structure into place. Parents, teachers, and students have
a right to honestly discuss these very important educational plans. We would appreciate
your support in the closing days of this legislative session to block any implementation of
Outcomes-Based Education here in the Commonwealth of Pennsylvania.

School's Out: A Radical New Formula for the Revitalization of America's EDUCAtional
System by Lewis J. Perelman was published (Avon Books: New York, 1992). The book's cover
stated that:

Dr. Perelman earned his doctorate in social policy at the Harvard Graduate School of Edu-
cation. A Senior Fellow of the Discovery Institute, he was formerly Director of Project Learning
2000 — a study of restructuring education and training sponsored by nine U.S. corporations
and foundations.

George Gilder, author of Wealth and Poverty, also recommended the book by Perelman
as follows: "A compulsively readable rush to a vital new paradigm for technology and learn-

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303

ing. You will never think of schools in the same way again" In the preface of School's Out,
Perelman reveals that:

Unlike others who channeled their disaffection into calls for "reform," by 1970 I was con-
vinced that the education system could not be amended but needed to be entirely replaced
by a new mechanism more attuned to the technology and social fabric of the modern world.
This conclusion was nurtured by many sources, but especially influential were the works
of B.F. Skinner, George Leonard and Jay Forrester. The work of Skinner and his disciples
showed that the processes of learning could be analyzed, understood, and organized to serve
the individual learner's needs.... Inspired by such ideas, I returned to Harvard in 1970 and
spent the next three years in an intense and largely independent study of most of the key
questions that underlie this book: What is learning and how does it work? What technolo-
gies can facilitate learning, and how do they work? How does learning fit in with the overall
processes of human economy and ecology? And most important, how do you transform or
replace established human institutions?...

Of the several Harvard and MIT faculty who contributed to my exploration of these
questions, I particularly benefited from the aid and encouragement of Wassilly Leontief,
Harvey Liebenstein, Jay Forrester, Ithiel deSola Pool, B.F. Skinner, and Paul Yivisaker.... After
leaving Harvard, I continued my research for another year with support from a grant from
the Rockefeller Brothers Fund and presented the results of the whole five years of study in
my first book, The Global Mind, published in 1976. (p. 8)

[Ed. Note: In 1994 Dr. Perelman served as education specialist for the Progress and Free-
dom Foundation's First Annual Meeting in Atlanta, Georgia, "Cyberspace and the American
Dream." 25 The Progress and Freedom Foundation published Alvin and Heidi Toffler's book,
Creating a New Civilization: The Politics of the Third Wave, which carried a foreword by U.S.
Representative and soon-to-be Speaker of the House Newt Gingrich (R., GA). On page 96 of
the Toffler's book, the Progress and Freedom Foundation issued this invitation:

If you have read and been influenced by this or by any of their works, they — and we — would
like to know about it. Especially if you have ideas for how to speed the transition to a Third
Wave America, please send them to us.]

1993

The 1993 Annual Report of the Heritage Foundation of Washington, D.C., DEDicated to

their twentieth year celebration, revealed the following:

The idea of the North American Free Trade Agreement (NAFTA) originated with Heritage
Fellow Richard Allen and has long been advocated by Heritage policy analysts.... The idea of
creating a North American free trade zone from the Yukon to the Yucatan was first proposed
by Heritage Distinguished Fellow Richard Allen in the late 1970s, refined by then Presiden-
tial candidate Ronald Reagan, and further developed in a major 1986 Heritage Foundation
study, (p. 4)

[Ed. Note: The Free Trade Agreement got the ball rolling for the development of skills stan-
dards by the newly formed National Skills Standards Board, endorsed by the U.S. Labor De-

304

partment Secretary's Commission on Achieving Necessary Skills (SCANS) study originated
under Labor Secretary Elizabeth Dole, and eventually led to the School-to-Work Opportunities
Act and the dumbing down of American education curriculum for workforce training. With
all of this emphasis on "standards" it should be pointed out that NAFTA allows exchanges of
all categories of professionals, with those coming from Mexico and Canada having met their
own countries' standards, not necessarily equal to those required in the United States. If this
process evolves the way most of these exchange processes have in the past, that disparity will
be addressed in one of two ways— by changing U.S. standards to match foreign standards, or
by altering both NAFTA nations' standards to align with international standards like ISO 9000
or ISO 1400 monitored by UNESCO. This should be of concern to professional organizations
in the United States.]

"Schoolroom Shuffle: Trailing in Education for Years, Kentucky Tries Radical Reforms-
Grades 1 through 3 Become One Class with No Texts, Desks or Report Cards — Some Parents,
Principals Balk" by Suzanne Alexander was published in The Wall Street Journal (A-6) on
January 5, 1993. Some excerpts follow:

Lexington, Kentucky — Teachers work in teams, using children's literature to teach spell-
ing, reading and writing. For math and science, students are taught to analyze instead of
memorize.

"We've turned education topsy-turvy," says teacher Beverly Dean, gazing around her
classroom at children studying on pillows, a couch and a rocking chair.

Indeed, Kentucky has become a giant laboratory for school reform.

"We have redefined the basics and challenged every assumption you have about learn-
ing," says Faye King, principal of Stanton Elementary School in eastern Kentucky. "It's radical
and its comprehensive. But we can't do any worse, so why not go for the best."...

In some cases, public schools themselves are resisting change. Longfellow Elementary
Center in rural Mayfield, Ky., has postponed combining its kindergarten through third grades
while it pleads with state officials not to force it to do so next year. "It's almost humanly
impossible to teach when you put so many age (and ability) levels in one classroom," says
principal Elsie Jones. She adds that without grades, parents won't know at what level their
children are performing, and should the students move away, their new schools may have
difficulty placing them in the appropriate grade....

Although its fourth and fifth grades remain traditional, changes in what were the lower
grades (in Picadome Elementary) have transformed the atmosphere in those classrooms.
"This is my 19th year of teaching, and this is my best year," says Barbara Evans, trying to
keep order within groups of noisy six and seven-year-olds racing to complete math, cursive
writing and art assignments with a dinosaur theme.

Total Quality for Schools: A Suggestion for American Education by Joseph C. Fields was
published (ASQ Quality Press: Milwaukee, Wis., 1993). This book was given to selected local
school boards in districts implementing reform/restructuring. Excerpts follow:

Educators must confront this age-old question of whom to serve and resolve this question
in favor of the customer and the American culture, political system, and economic system....
(P- 19)

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305

Schools must think in terms of futures, always 10 to 20 years ahead of today. Schools
that are constant in their purposes must change to meet customer requirements. Schools must
deal with the problems of today as well as the problems of tomorrow to assure Americans
that they will be in the education business of the future. As the number of private schools
increases, as school vouchers and schools of choice develop, and as schools take on more
and more social responsibilities, it is questionable whether or not certain schools will be in
business in the future....

Businesses will not buy from uncertified vendors. This idea might contain some merit
for educators. The state of Tennessee, in its original Career Ladder Program for educators,
required a portfolio of specifications, quality assurances, work standards, and process control
in addition to several site visits from evaluators who were unfamiliar with the evaluated
teacher. Consider too the "parent as vendor" of a precious resource, the child. In the inter-
nal customer concept, the parent is serving the teacher. Teachers could identify reasonable
specifications for parents relative to the home learning environment and certify parents who
will cooperate, (p. 48)

[Ed. Note: The above statement is absolutely appalling! In the words of Cynthia Weatherly in
her article "Privatization or Socialization?":

We are misled when we believe that education is a commodity or service to be "purchased"
by "consumers." This tends to make the public believe that education is market-driven.
Compulsory attendance laws make education anything but market-driven! More importantly,
the concept of consumer/purchaser does not correlate to our relationship to our elected of-
ficials who are legal overseers of the process. Have we lost sight of what our relationship
to government is? Education is a trust, not a commodity. These are our children, and their
futures; parents are not "shopping" for education, but are fervently searching for someone
to whom they are willing to entrust the task of providing an academic education for their
children.

As charter schools develop, the temptation will be for private industry to take a more
direct role in funding and developing programs for these schools which will produce workers
who can fill the corporations' needs. These schools, then, have the potential of becoming
"corporate academies" with a narrow focus and limited curriculum base. This is accomplished
through the school-business partnerships growing into corporate funding to accomplish its
task. As this potential reality develops, the specter of true socialism — the combining of the
private and public sectors to produce goods and services — takes on discernible size and
shape....

B.F. Skinner once mused that the functions of government in the future would be
educational. In the above scenario we see that the reverse of that prediction can be true as
well — in the future the functions of education will be governmental. Let us remember that
the true purpose of education is the intrinsic enhancement of the individual. Let us not
reduce education to limited learning for lifelong labor and our great country's heritage of
freedom to a footnote in history.

In addition, at the Sixth Annual Model Schools Conference — sponsored by Willard Daggett,
director of the International Center for Leadership in Education — in Atlanta, Georgia in July
of 1998, a participant who is an assistant principal at a middle school in Southern California
made this comment to a reporter regarding mechanisms to encourage parental involvement
and support in the education of children:

One way to make sure that parents attend conferences at school and support the educational

306

process for their children would be to dock a certain part of their tax deduction for their
children. There could be a scale of activities in which the parents would be required to have
documentation — perhaps a sign-off at the school — of participation before they would be
allowed to claim their tax deductions for their children. I agree with Daggett that we may
have to employ some measures that seem extreme. 26

Returning to a final quote from Total Quality for Schools: A Suggestion for American
Education:

In all this interpretation, schools are not free. They require responsible commitment from
everyone. Citizens would no more be allowed to put obstacles in the way of public educa-
tors than to interfere with public medical, police, or fire protection personnel who are doing
their duty. (p. 53)]

In 1993 the U.S. Department of Education's National Center for Educational Statistics
(NCES) described in a handout a joint project between NCES and the Council of Chief State
School Officers (CCSSO) to develop an electronic data link between education and the "world
of work" called "SPEEDE Express." This linking process would facilitate local "industry part-
nerships" and would prepare for the use of an "international standard" for exchanging student
records. 27 An excerpt from the handout follows:

In 1989, building on projects completed in Florida and Texas, 28 work began on the devel-
opment of a national (eventually, an international) standard for exchanging student records
more efficiently. This system would tap into the sophisticated automation of many education
agencies and institutions. The Standardization of Postsecondary Education Electronic Data
Exchange (SPEEDE) is intended to assist school districts (grades pre-kindergarten through
12 and postsecondary educational institutions in the United States and Canada) in the pro-
cess of transmitting student academic records (transcripts) from one educational institution,
agency, corporation, or other recipient.

M. Donald Thomas's "Plan for Action" entitled The Empowered Educational SYStem for
the 21st Century — Establishing Competitiveness, Productivity, Accountability and Equity in South
Carolina Education was presented to the South Carolina legislature in 1993. Included among
other radical recommendations in Thomas's plan was: "Board authority to require parents
(guardians) to provide services to schools which their children attend. "

In a videotape of Thomas making these assertions at a school board meeting, a parent
asked the question, "What would the penalty be if parents didn't wish to perform such ser-
vices?" Thomas responded, "Fifty dollars!" He then went on to claim that he had instituted
such a requirement in a school system in Utah without resistance. 29

Peter Shaw wrote "The Competitiveness Illusion: Does Our Country Need to Be Literate
in Order to Be Competitive? If not, Why Read?" for the January 18, 1993 issue of The National
Review. The following quotes are from page 41:

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307

The technological society does not particularly depend on education. A glance at the record
shows us that the rapid growth of the United States into the world's greatest industrial power
coincided with a steady drop in reading levels running from 1930 to the present. Regna Lee
Wood a teacher, pointed out in an article in NR (Sept. 14th) that this falling off was followed
by a related, long decline in SAT scores beginning in 1941. Technological society turns out
to work in the opposite way from that usually supposed: namely, by actually requiring less
rather than more education of its workers. This is because modern industry depends on re-
ducing human error, which means reducing dependence on the individual worker's expertise
and judgment. In building or maintaining electronic devices, workers who once installed or
rewired electrical circuits now plug in modular components consisting of machine-printed
circuit boards.... The future role of literacy in the workplace has been succinctly stated by
Pierre Dogan, the president of Granite Communications, a company that is now "developing
software for hotel housekeeping." It seems that "so long as maids can read room numbers,
they will be able to check off tasks completed or order supplies by simply touching pictures
on the screen." Dogan points out that "you can create a work program with prompting in-
cluding iconic [picture] messages." In fact, he logically concludes, "you can use an illiterate
workforce. "

[Ed. Note: This article provides an excellent explanation of why large multinational corpo-
rations such as BMW's owner, Mercedes-Benz, etc., are settling in those states which have for
many years been used as national pilot/experimental laboratory states for Skinnerian mastery
learning/training in leisure and life/work skills. Among those states are Southern states which
were part of the early General Education Board's "benevolent effort" to reform the South after
the Civil War, including Alabama, Mississippi and South Carolina (present Secretary of Edu-
cation Richard Riley's home state which has produced the second lowest standardized test
scores in the nation) .

These states are also a part of the Southern Regional Education Board (SREB) consortium,
which has produced and dispersed an educational approach called "techademics" outlined
in a program and book entitled High Schools That Work, written by Dr. Gene Bottoms of the
SREB. (Bottoms was once employed by the Georgia Department of Education when Georgia
was implementing competency-based education, the forerunner of outcome-based education,
and later ran for state superintendent, unsuccessfully.)

In 1994 Dr. Bottoms addressed the Second Model Schools Conference in Atlanta — spon-
sored by the International Center for Leadership in Education, Inc. and directed by Dr. Willard
Daggett— explaining how the High Schools That Work model operated through integrating
academic and vocational studies. As Dr. Bottoms explained, a survey by the Committee for
Economic Development had revealed that students preparing to go to work right out of high
school had an inflated opinion of their abilities. "Techademics" seeks to integrate academic
subjects with vocational subjects by eliminating the theoretical aspects of these courses (such
as English, math and science) which would be taught in college preparatory classes, and
uses instead Daggett's "Application Model" to learn how to apply this information directly
to work-related tasks. In Dr. Bottoms 's words: "To significantly improve the achievement of
vocational completers, SREB and its partners believe that any model for integrating academic
and vocational studies must change the high school's focus from ability as the key to academic
success to effort as the key" (direct quote from page 110 of the Second Model Schools Confer-
ence Proceedings) .

Some additional quotes from Dr. Bottoms 's address to the participants at the Model Schools
Conference bear repeating here for the light they may shed on the integration of educational

308

reform as such reform relates to charter schools/choice and "techademics":

Take language arts, math, science, and vocational teachers off for a three-day weekend
together. Take their books and make them find common materials they teach. Break down
barriers of ignorance and form a team....

...Teams went into industries to see what business needs....

...Decentralization and site-based management are the keys. These schools stretch
time on task — standards firm but time flexible. Need a longer day, week, and year for extra
help....

...Basic principle: an ungraded academic core with a career emphasis. The NAEP is
used in measuring achievement....

...Each student has the same English teacher for four years....

Can't carry out Deming's principles in present structure — must change to accommodate
TQM.... Break out of state cultures — cross state lines!]

Mikhail Gorbachev, former president of the Soviet Union, was quoted in an ARticle in the
January 23, 1993 issue of The Cape Cod (Massachusetts) Times as recommending that President
Bill Clinton make America the creator of a new world order based on consensus — thereby plac-
ing the United States under the authority of the United Nations. Gorbachev was later named
the "convening chair" and host of a world forum on the "first global civilization" held in San
Francisco from September 27-October 1 in 1995. The article quoted Gorbachev as follows:

The future needs... international institutions acting on behalf of all. A higher institution that
operates on a consensus. Such a choice would narrow the independence many believe the
United States now enjoys.... President Clinton will be a success if he uses American influence
to accomplish the transformation of international responsibility and increase significantly
the role of the United Nations.... He will be a great President — if he can make America the
creator of a new world order based on consensus.

In the United States Coalition for Education for All's (USCEFA) publication EFA Today
January-March, 1993 issue, Russell Bong of the National Training Laboratory's Institute for
Applied Behavioral Science (NTL) wrote an article entitled "Overcoming Resistance and Facili-
tating Change: The NTL Institute's Approach. " 30 An extraordinarily blatant, and some might
consider frightening, explanation of the purpose of the National Training Laboratory can be
found in the following excerpted material:

Founded in 1947, the NTL Institute was affiliated with the National Education As-
sociation during its first 20 years of operation. The Institute became independent in 1967
and today serves as a nonprofit professional membership organization of applied behavioral
science experts.... Dedicated to developing and applying scientific methods to behavior mod-
ification, the Institute facilitates productive change at the individual, social, organizational,
and macro-system levels....

To elaborate, attitudes are primarily shaped by values and beliefs, which, in turn, are
shaped by both perceptions and misperceptions. NTL's approach seeks to fundamentally
change personal attitudes, which it does by reshaping underlying beliefs and by eliminating

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309

dysfunctional misperceptions....

It all comes down to a basic tenet: In order to facilitate change on a larger level, indi-
viduals must first work for change on a personal level. To become a true and effective agent
of change, one must facilitate change within oneself.

In 1993 Dr. Beau Fly Jones, a senior director of the North Central Regional Educational
Laboratory (NCREL) in Oak Brook, Illinois and a strong advocate and practitioner of Skin-
nerian mastery learning, wrote "The Unfolding of an International Partnership: A Story of
Russia and the U.S." published in EFA Today (No. 2, January-March, 1993). Excerpts follow
which illustrate the extent of controversial exchange activities due to the 1985 U.S. -Soviet and
Carnegie-Soviet agreements in education:

Well-designed exchanges often involve strong emotions, including caring, empathy, and the
excitement of discovery, and individuals may return from such exchanges not only with
cognitive paradigm shifts, but also with life-changing values and interests.

This has been the case with the NCREL involvement in Russia.

In January 1992, the Russian Ministry of Education assumed control of the former
Soviet Ministry's responsibilities. Dr. Edward Dneprov, the new minister, initiated massive
reforms focusing on decentralization, democratization, and the demilitarization of the Rus-
sian school system.

NCREL's relationship with the new Russian Ministry began with an invitation to join
the Metropolis Project, a collaboration among schools in Chicago, Moscow, and Amsterdam.
The objective of the Project is to identify and develop successful models of systemic change
in an urban context. To this end, the Project involves research, training, and exchanges of
school staff in the three cities. Themes that guide these efforts are authentic learning, global
education and strategic teaching....

...Metropolis schools were being selected, and one of the highlights of the delegation's
February tour was the signing of a Letter of Cooperation between the Russian Ministry and
the Chicago Public Schools....

Existing exchanges between the U.S. and Russia tend to focus on university students
or the teaching of foreign languages. For that reason, one of the major problems in obtaining
funding for the Metropolis Project was that it involved a new level of exchange, this time
between Russia and U.S. teachers and administrators, as well as a change in the nature of
the exchange, which would focus on school reform and school-based training.

James Collins and Martin Haberman echoed Eugene Boyce in the February 1993 issue of
The Journal of Associating Teacher Educators in an article entitled "The Future of the Teaching
Profession" when they said:

Schooling is now seen as primarily job training and, for this reason, quite comparable to
schooling in non-democratic societies. Once education is redefined as a personal good and
as emphasizing preparation for this world of work as its first purpose, our schools can ap-
propriately be compared with those in the U.S.S.R. 31

310

The Reading [Pennsylvania] Eagle/Times of March 2, 1993 carried an article entitled
"Deming Lashes out in Live Teleconference on Quality" by Don Spatz. Excerpts follow:

It wasn't supposed to happen. Featuring the famous Dr. W. Edwards Deming, last week's live
video conference among 900 colleges and universities — including Kutztown University — was
supposed to be an agreeable session touting the benefits of "Creating Learning Organizations:
Growth through Quality. " Instead it turned into a running battle between Deming and the
other panelists. They dropped Deming's name for everything they espoused; Deming said
they were "digging as deep a pit for education as they have for business."...

"They need to understand where they (workers) fit in the total process," said Peter Senge,
author and director of the Organizational Learning Center at the Massachusetts Institute of
Technology's Sloan School of Management. "The rule is to facilitate a learning environment
where people can grow and change. "

But there the agreement seemed to end.

Senge and his panelists spoke at length of how the organization works because of the
way "we think and interact; of how companies should no longer have boss and workers but
rather should have leadership throughout the organization; of everyone constantly asking
questions of everyone else; of not expecting an outsider to come in and fix things but of
expecting workers themselves to solve problems."

And they spoke of everyone being given the ability to speak — through a series of dia-
logues — and to share their own answers to problems at any level of the organization.

"There's a deep desire within us to re-establish our ability to converse with each other,"
Senge said.

Deming agreed the basis for any negotiation is for everybody to win. "But having ev-
erybody talk does not produce knowledge," he said. "That only comes from hard work, and
usually comes from outside the organization," he said. "You are digging deeper this pit we
are in," he said. "Having everybody involved is not going to do it."

Senge noted employees' morale will rise if they are involved.

"That's not a measure of improvement," Deming retorted. "That (discussion) will not
produce anything new. It will just dig the pit deeper."...

Later, when panelists said they wanted to expand the concept of education, they noted
the system of giving tests and letter grades is outmoded. Deming interrupted, noting their
philosophy is "just as destructive in education as it has been in industry."

The March 3, 1993 issue of Education Week ran the article "Center Lists Skills Both
Disabled, Non-Disabled Should Have." An excerpt follows:

A federally funded research center has unveiled a list of academic and life skills it says
all students — disabled as well as non-disabled — should have upon leaving school. The wide-
ranging list compiled by the National Center for Educational Outcomes at the University of
Minnesota includes 25 outcomes for what young people should gain from school and 77
indicators of whether those outcomes are being achieved. "We ought to be trying to achieve
the best possible outcomes for all kids," said James E. Ysseldyke, the director of the Center.
"We shouldn't have a separate system of outcomes and educators for disabled kids."... The
life skills identified by the Center include the ability to get along with others, to be responsible
for one's self, and to successfully manage daily life. Upon leaving school, the indicators say
students should be able to make "healthy lifestyle choices," to cope with stresses, and to
volunteer in their communities, among other outcomes.

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311

[Ed. Note: The above makes sense in light of the fact that "scientific research-based"
(behaviorist/operant conditioning) direct, systematic phonics (DISTAR or Reading Mastery)
is the phonics reading program developed for special education students, which will be used
for all students under the Reading Excellence Act of 1998 passed by Congress. This also fore-
shadows the emphasis on full funding for the Individuals with Disabilities in Education Act
(IDEA) in the 1999 debates over the reauthorization of the Elementary and Secondary Educa-
tion Act (ESEA).]

The April 14, 1993 draft of the Michigan High School Proficiency CoMMUNicAtions Arts
Frameworks was published. Excerpts follow:

Use Literature to Broaden Experiences
To attain this goal literature is used:

• to examine beliefs and attitudes.

• to reshape students' thoughts by having them interact with other people and cultures
who may have diverse perspectives.

• to converse with other minds about important and significant issues.

• to learn about human conditions that occur across time and space.

• to gain insights into and reflect upon their own and others' lives, (p. 37)

[Ed. Note: The first two "purposes" for the use of literature were removed in the 1994 Final
Assessment Framework for the Michigan High School Proficiency Test in Reading due to con-
troversy. Please check the 1994 entry on Michigan's Communication Arts Framework for an
excellent explanation of the real purpose of whole language reading instruction.]

"Interest in Character Education Seen Growing" was published in the May 1993 issue
of the Association for Supervision and Curriculum Development's (ASCD) Education Update.
Some excerpts follow regarding the move to develop programs which will be acceptable to the
public while hopefully not resulting in lawsuits filed under the First Amendment to the U.S.
Constitution over separation of church and state. According to ASCD:

The subject of controversy and confusion in the last several decades, character education
is making a resurgence in public schools. This movement is built on a growing consensus in
favor of teaching a set of traditional or "core" ethical values in a more direct way.

Experts tracking this trend say the character education movement is growing in response
to pressure placed on schools both to reduce student antisocial behavior — including drug
use and violence — and to produce more respectful and responsible citizens.

The reawakening is occurring "because people are banging on the schoolhouse door,"
says Kevin Ryan, director of the Boston University Center for the Advancement of Ethics and
Character. "The invitation is coming from outside. Parents and policymakers are disturbed
by a total inability of our culture to pass on its values."

Thomas Lickona, an author and professor of education at the State University of New
York at Cortland, sees the motivating force as a "growing national sense of moral crisis and
what people speak of as a steady moral decline." Some of the causes being discussed are
the breakdown of the family, the failure of adults to exercise moral leadership, and the aban-
donment of ethics at all levels. Society is now turning back to schools to transmit positive

312

moral values. Gallup Polls provide one indication of the growing support for school-based
values education; polls in each of the last several years show that parents strongly agree that
schools need to provide instruction on morals and moral behavior.

But even with broadening public support, some schools may be reluctant to adopt
explicit values curriculum partly because of the checkered past of values education and the
fear of creating conflict with religious and ethnic groups over whose values to teach.

The Effective School Report's May 1993 issue carried "Dialogues in iNTERNAtional Edu-
cation" by Nick Zienau which discussed a conference in Sochi, Russia organized by the Ministry
of Russia and a Norwegian network known as IMTEC which works with the U.S. Department
of Education's Midcontinent Regional Educational Laboratory (McREL), the developer of Tactics
for Thinking. The writer has selected the following curious excerpts which indicate that some
fairly weird activities are taking place in Russia dealing with education and brain research,
activities in which European and American educators are involved:

Even organising a conference seemed beyond the capacity of the Ministry of Education
itself! Some Westerners even left in impatience at the dreadful lack of movement in either
the practical organisation of the event or in moving the discussions on beyond what seemed
to them endless bizarre philosophical ramblings.

So after 3 days in Russia, I was amazed when in a shoddy hotel in Sochi on the Black
Sea, I first heard a young woman speak about Educational Cultures, alternative schools and
with passion about philosophy and pedagogy.

As Tatyana Kovalyova talked about her school in Tomsk with 25 teachers and 25 phi-
losophers working together, I realized what an enormously different value is placed in Russia
on education than in a rich West where 30 kids are likely to get one teacher between them. I
could also see what an impact this had on the degree to which very fundamental processes
of learning were understood and experimented with.

. . .Active physicists and intellectuals seemed to be there as well as professional teach-
ers, schools in which university staff taught seven-year-olds mathematics! And yet they
were really interested in how children and people learn as a science — they kept talking
about research they were doing.. . . Their continuous interest in research reminded me of TV
plays about Crick and Watson researching the structure of DNA or the Manhattan project
in the war when a team of scientists searching [sic] for the key to atomic bombs before the
Germans got them. It was that same feeling of being in at the moment of discovery of some
basic understanding of how the world works....

A lot of stuff is written in Europe about the ideas of the "learning organisation" but
it was in Russia that I really found out what such a thing feels like. In Europe I believe we
have always been restricted in these principles of learning by the resistance to new thinking
that adults develop. In Russia and in particular in Eureka [Russian term for large teacher
professional development seminars] I found a whole-hearted commitment to change and
development that both impressed me and at times alarmed me.

There is a kind of ruthlessness which seems associated with doing anything quite so
singlemindedly, and so it is with Eureka. In the Russian context it seems rather natural that
such a complete and radical approach to change is now possible. The question that I think
Alexander and his colleagues confront us with is how far are we in the West really prepared
to look at our basic assumptions and the evidence that things need to change?...

Firstly, there seems an overwhelming need internationally to improve and develop the
education system to prepare the next generation for a hugely different world.... The ending

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313

of the cold war makes it possible to reunite threads of thinking and development in education
and learning that have been long kept separate.

...We believe we have reached a point of synergy between our team in the West and
that of Alexander in the East that will result in an innovative new step in group learning for
educators and those interested in the subject of learning systems.

In the end, my best recommendation must be that I see the seminar in California as a
further challenge, a further opportunity to develop together and a real chance to be at the
cutting edge of development towards a 21st century that I want to be around in. Hope to
see you all there.

(Nick Zienau is a senior partner in Zienau Consulting which together with Cascade
International of San Francisco is organising the seminar. The Russian partner in this enter-
prise is Eureka Free University, Moscow.)

Sustainable America: A New Consensus for Prosperity, Opportunity and Healthy En-
vironment for the Future was published in 1993 by the President's Council on Sustainable
Development. In chapter 3, "Information and Education," under a subtitle "Reforming Formal
Education" the report says:

Educating for sustainability does not follow academic theories according to a single
discipline but rather emphasizes connections among all subject areas, as well as geographic
and cultural relationships....

Education for sustainability is not an add-on curriculum — that is, it is not a new core
subject like math or science. Instead, it involves an understanding of how each subject relates
to environmental, economic, and social issues.

An interview with Ken Hazlip and James Block was included in the Fall 1993 issue of
Outcomes, the Outcome-Based Education movement's journal mentioned in previous entries
in this book. Excerpts from that interview follow:

Jim: To stay on this point about labels, this movement, this idea set, has made several
choices of labels. At one time it was called Mastery Learning, another Outcomes-
Based Education, and now Partners for Quality Learning. Yet much of what has
driven this movement under the OBE label has not changed from Mastery Learning
and what has changed still comes from the research done under the Mastery Learn-
ing rubric. Will this new Quality Learning label stimulate a better idea base than
the old label OBE?

Ken: I doubt it. The power of our movement still derives from the original Mastery
Learning idea....

Jim: When we were a Mastery Learning movement, we were concerned with schools
and school districts. As we move to quality, we start to see linkages between school
and the workplace....

Ken: Our school environment certainly does not look like this. The irony of the link-
ages you describe is that we will have to look to industry to "fix" problems that we
have imported from old industrial practices because we were trying so hard to look
like factories years ago.

Jim: I am a little surprised by your response. It seems to me that one of the charac-

314

teristics of the workplace is that it is organized to produce a product.... Surely you
are not arguing that the workplace and the workworld is the same kind of place that
we should generate for kids in our schools?

Ken: Again, it depends on the level of health that the workplace presents us.

Jim: So what we are in the business of doing is just generating little workers? Where
do the kids come into the equation of this process?

Ken: Kids should drive the terms forming the equation. We should be looking at them
and their needs to determine how best to work with them, not forcing them into
the mould our traditional classrooms and traditional methods require.... Most work-
places are still 180 degrees away from this, however — they are negative, coercive,
demanding. But many in the American workplace are reinventing or reengineering
that workplace. Many are beginning to look at the "old" research that John Champlin
mentioned in our summer interview — Getzels and Guba and their organizational
development work, Herzberg's motivation-hygiene work, and Deming's ideas [TQM] .
In reinventing the workplace, they believe it can be caused to be both productive
and satisfying for the worker. We can create that in the classroom and have kids
who are challenged, motivated, and excited to be there....

Jim: . . .Our movement has based its efforts on the research, but apparently the research in
this case is perceived as either out of date or out of fashion. Why do we need to look
outside to industry for models that we have described inside the ML/OBE field?

Ken: So many of the concepts presented by business gurus about workplace change
are summed up very well in Mastery Learning's basic beliefs.

Jim: Is it that people within the Mastery or the Outcomes movement can only go so
far, or do we need a swift kick from the outside?

Ken: As far as our mental models go, experience and environment have put burden-
some blinders on us, and many will not see the implications of ideas until they are
approached from a different perspective. I would rather we did not need so many
detours, but if Deming gets us closer to better schools, then we "do" Deming. I
incorporated his ideas and many business models when I was directing a district's
restructuring efforts. We all want the research to drive our efforts, but our movement's
Mastery Learning research exists in a broader context, and education research just
does not have a lot of credibility among too many educators. The reasons are mostly
poor ones, but they exist nonetheless and form a real barrier to change. If Deming
presents an idea without the research prejudice baggage attached, I will start with
Deming and end up teaching the group about the research.

A LETTER FROM LAWRENCE W. LEZOTTE, PUBLISHER OF EFFECTIVE SCHOOLS RESEARCH Abstracts,

was written to his colleagues in September, 1993. An excerpt follows:

First, whether or not you have been engaged in this debate as yet, you need to become
familiar with the concerns and issues of the Christian Coalition. You must be prepared to
respond to its challenges, which are often based on half truths and misinformation. These
issues must be carefully and clearly explained to those citizens who wish to hear the edu-
cators' point of view. This will require all of us to be familiar with the research on such
important topics as Mastery Learning, Continuous Progress, and De-Tracking — to mention
just a few. Second, to develop mainstream community involvement, I strongly recommend
that school and district leaders create a task force to study the issues related to school reform
and be prepared to present their views along with the views that will be presented by the
Christian Coalition. I truly believe that if educators have to debate the coalition alone, more
often than not, educators will lose the debate on school reform. We need to make sure that

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315

a broad cross-section of our citizens are involved in the important debate on the future of
public education and, in turn, the future of our nation.

[Ed. Note: While this author thinks it is remarkable that Dr. Lezotte would admit to being
at a disadvantage in combatting "resisters," it is somewhat unfortunate that he should give
credit to only one organization as being responsible for the opposition which restructuring
has encountered. A broad cross-section of the country — including teachers and administrators
in public schools — has been in the camp of the "resisters" when it comes to restructuring.
The writer finds it hard to believe that the educational establishment — with the extraordinary
resources at its disposal— was unable to obtain the support of the community, and found it
necessary to use Ronald Havelock's change agentry on the citizenry.

In writing this letter Lezotte evidently fired the first shot of warning to the education com-
munity, for not six months after Lezotte's letter was written, a researcher downloaded from
the internet the National Education Goals Panel's Community Action Toolkit, which contained
instructions for combatting community resistance to restructuring. It provided recommendations
for action by specific community entities— the press, civic organizations, religious entities, and
business— and samples of letters to the editor, advertisements, supportive flyers, and public
service announcements, for use in building support for local educational restructuring. One of
the most distasteful results of this effort was the recommended manipulation of the religious
community. (See Appendix XIV.)]

The impact on education of the United States signing the North American Free Trade
Agreement was discussed in an article entitled "USIAs Grants Go to Schools in NAFTA Na-
tions" published in the September 12, 1993 edition of The Washington Times. Some excerpts
follow:

United States Information Agency Director Joseph Duffey attending a four-day "imple-
mentation" conference at Vancouver, British Columbia, yesterday announced the first North
American three-way university affiliation grants to involve exchanges of faculty and staff
among Canadian, Mexican and U.S. universities for teaching, lecturing, research and cur-
riculum development.

"We often have university affiliation grants," Mr. Duffey said in an interview before
he left for Vancouver. "This is the first time we've decided to start awarding three or four a
year that involved three countries in North America."... Each USIA award will carry about
$100,000, plus travel and per diem expenses, for exchanges of faculty, administrators and
educational materials.

The agreement, part of the broadened dialogue that has come out of the North Amer-
ican Free Trade Agreement, will support an array of projects focused on history, economic
development, international trade and the environment.

"What we seek to do is, among other things, nothing less than dismantling barriers to
academic mobility," Mr. Duffey said in a speech at the conference.

Mr. Duffey said he expects the North American countries to succeed in achieving a
sense of regional community where the quest for a common community of nations in West-
ern Europe has foundered.

"We're trying to reverse the tradition of nationalism and people, who in looking to
their identity, look backwards to the past," he said. "Instead, we want them to look to the
future." (p. A-5)

316

The following letter from Utah Governor Michael O. Leavitt and his State Superin-
tendent of Public Instruction Scott W. Bean, dated September 30, 1993, gave a clear picture of
the role of the governors of the individual states in implementing United Nations Educational,
Scientific and Cultural Organization's (UNESCO) lifelong learning "cradle-to-grave" agenda in
the United States. Utah's state report, "A Utah Perspective on the National Education Goals,"
was written and edited by Dr. David E. Nelson of the Utah State Office of Education who was
also involved in the 1984 Utah OBE grant. Some excerpts follow:

At the education summit in Charlottesville, Virginia, in September 1989, the nation's governors
agreed to establish national education goals and a system to assess and monitor progress
toward achieving them. Today, September 30, 1993, the anniversary of the historic summit,
the National Education Goals Panel will issue its third annual education report. The report
will focus on national and state progress toward achieving the education goals set in 1990
by the President and the governors. This progress report will inform the nation on how
well we are doing on each of the goals. The governors also agreed to report individually on
efforts of their respective states related to their state's performance toward achieving the
national goals.

Our own report, "A Utah Perspective on the National Education Goals," is issued to
citizens of the state of Utah to inform them on the progress being made in our state toward
the national goals. Because the goals are "cradle to grave" and cover the preschool years and
the after school years, the information has been compiled from many state agencies. Meeting
all of these six goals will require the coordination and work of all state agencies.

In Lonnie Harp's article "Widely Mixed Test Results Leave Some in Kentucky Puzzled,"
which appeared in Education Week's October 13, 1993 issue, the problems with the national
reform leader's implementation of its widely-acclaimed restructuring — Kentucky Education
Restructuring Act (KERA) — were outlined. An excerpt follows:

As Kentucky moves toward implementation of its path-breaking system of rewards and
sanctions for schools, state students have handed officials a hard-to-read snapshot of the
progress of reform.

Results of the second year of a new open-ended assessment system, released last month,
produced widely mixed results and, in the case of older students, some troubling declines.

The November 15, 1993 issue of The Atlanta Constitution carried an article entitled
"Ware Students Are Drawn to Swampy Experiment: Magnet School Makes Okefenokee Its Lab."
Outlining what could be interpreted as the use of magnet/charter schools in a school-to-work
scenario, excerpts follow:

The Ware County School of Agriculture, Environmental and Forestry Sciences is an experiment
in educational excellence that was years in the dreaming and application-pending stages.

The concept was to create a magnet school unlike any other in the Southeast, a school
where the study of sciences most important to the surrounding land would be incorporated
into almost all the curricula. That would produce graduates oriented toward the disciplines
most needed by employers in the region's forestry and agriculture industries.

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317

In 1993 the School to Work Opportunities Act passed the House of REPRESENTAtives without
a roll call vote. [It passed the Senate in 1994, ed.] This legislation called for Soviet/German
full employment/quota-type system, incorporating the Danish model for polytech education.
Anyone familiar with this legislation will recognize the similarity between its wording and the
late Professor Eugene Boyce's definition of communist polytech education (found in this book's
1983 entry for The Coming Revolution in Education) which states that the communists "do
not educate people for jobs that do not exist. No such direct, controlled relationship between
education and jobs exists in democratic countries."

In a critique of H.R. 6— The Elementary and Secondary Education ReauthorizaUou Act
of 1993 — Cynthia Weatherly wrote in a memo to this writer:

HR 6 is an omnibus bill originally presented to Congress in January 1993 as a reauthorization
bill for The Elementary and Secondary Education Act of 1 965. The first and last paragraphs
of this 901 -page tome are the only parts of the original bill which remain. 886 pages are
printed in italics, which means that there are 886 pages of new language, otherwise known
as "new law." Goals 2000 and the National Education Goals Panel form the framework for
HR 6. All of the education proposals in HR 6 are constructed in such a way as to cause "the
nation to meet the national education goals." Therefore, instead of a reauthorization bill for
ESEA 1965, HR 6 becomes the implementation bill for Goals 2000 and the School-to- Work
bills. One of the most controversial components included in HR 6 deals with basic pedagogy
in which the framers deny the need for basic skills acquisition before engaging in more
complex tasks. References to more controversial components follow:

[T]he "disproven theory that children must learn basic skills before engaging in more
complex tasks continues to dominate strategies for classroom instruction, resulting in
emphasis on repetitive drill and practice at the expense of content-rich instruction, ac-
celerated curricula, and effective teaching to high standards. Use of low-level tests that
are not aligned with curricula fails to provide adequate information about what children
know and can do and encourages curricula and instruction that focus on the low-level
skills measured by such tests.

[H.R. 6] Provides for restructuring of our nation's education and social services delivery
systems.... Local schools may use federal funds to serve as centers for delivery of education
and human services for members of the community; unaccountable consolidation of pro-
grams; waivers of laws, outcome-based education language and practices; parents as partners
skill training; i.e. "All parents can contribute to their children's success by helping at home
and becoming partners with teachers so that children can achieve high standards." Requires
school-parent compacts that outline how parents, staff and students will share responsibility
for student achievement and means by which school and parents will build and develop a
partnership, etc.; facilitates school-to-work transition; encouragement to pursue public school
choice, and development of charter schools.

Welcome news on the outcome-based education front was reported in an article entitled
"In Littleton, Colorado, Voters Expel Education Faddists," which appeared in the November
18, 1993 issue of The Wall Street Journal. Excerpts from this article which illustrate how David
overcame Goliath in the late twentieth century and reveal the extent of controversy raging in
Littleton over its school system's adoption of "outcomes-based education" (QBE) follow:

318

There [Littleton, CO.], a slate of three "back-to-basics" candidates crushed another
coalition, including two incumbents, that supported a host of trendy educational reforms
and was backed by the educational establishment. All 15 principals, for example, released
an open letter to voters denouncing the insurgent slate. Yet the margin of victory was nearly
2 to 1. What had so galvanized voters? The fact that their district is a national leader in
implementing "outcome-based education" (OBE) and that officials there had, as the journal
Education Week explained in a pre-election article acknowledging the contests' significance,
"pioneered new performance assessments and standards for high school graduation."

. . .Having acknowledged that American schools are in need of improvement, a growing
number of educators are gravitating toward the view that the fault lies in too much emphasis
on "content knowledge" and not enough concern, to quote the Littleton principal again,
with "decision-making skills, thinking skills, and the ability to find and use information."
Or, to quote the Littleton elementary principals' letter, students "must do more than spell
and compute. They must be able to reason, persuade and solve problems."

Nevertheless, OBE proponents, with their emphasis on "thinking skills," repeatedly
contrast their theory with an approach that hasn't been in vogue for decades, one of perpetual
rote learning in which all creativity is stifled. Education Week is typical in presenting this
caricature. It described the Littleton reforms as nothing more than encouraging students "to
focus on problem-solving rather than memorization" — as if a nation in which only 32% of
17-year-olds in a 1986 survey could place the Civil War in the correct half-century was in
danger of stuffing too many facts into students' heads.

Across America, school districts are considering, or putting in place, reforms similar
to those in Littleton. Educators, often with the best of intentions, are rewriting report cards
to include fuzzy criteria such as self-esteem and interpersonal relationships. They are deni-
grating standardized measurements of knowledge and the memorization of facts. To be sure,
not all of the rethinking is misguided, but some of it amounts to dubious experimentation
on children. Littleton proves that with the proper candidates, the movement toward a vague,
"skill-oriented" curriculum can be stopped in its tracks.

[Ed. Note: Very regrettably the above refreshing and impressive victory over the bureaucracy
was short-lived. Slick change agent tactics managed to bring at least one new supposedly anti-
reform, back-to-basics board member "on board" what one hoped to be a sinking ship, thus
assuring a return to implementation of the "nationally-detested" OBE. Littleton, Colorado be-
came one of Willard Daggett's Model School systems and a national model for implementation
of outcome-based education.

Six years later Littleton tragically made front-page news nationally and internationally
when on April 20, 1999, two teenagers at Columbine High School killed twelve students and
one teacher, wounding many others with shotgun blasts, automatic pistol fire, and homemade
pipe bombs, after which they took their own lives. This was the worst of what has become
a rash of school violence against fellow students and teachers by young people. The sites of
this lengthening list of tragedies are also sites of schools and school systems which have been
restructured and embraced the outcome-based/performance-based/mastery learning concepts
of schooling, with all the programs and methods with which they are associated. This writer,
in a letter to the editor published by several national journals, discussed what she perceives to
be a possible cause of such violence. The text of this letter is reprinted here in its entirety:

An important question should be examined in regard to the tragedy in Littleton, Col-
orado. "What was going on inside the brains of the two boys who committed this terrible
crime?"

The Noxious Nineties : c. 1 993

319

Not only should Americans point the finger at violent television as a reason for copycat
violence. They should examine the effects of computers and computer games on the human
brain. I am no expert, but the computer is an operant conditioning machine and no less than
the late Harvard Professor B.F. Skinner, the father of operant conditioning, referred to it as
"his box." Operant conditioning bypasses the brain with all the important functions which
distinguish man from an animal: memory, conscience, imagination, insight, and intuition,
functions by which human beings know absolutes and truths and are able to know God.

Use of computer programming (simulation/virtual reality) to train individuals to fly
an airplane, perform surgery, etc. serve a very useful purpose. On the other hand, the same
simulation/ virtual reality computer war game videos which allow the individual to engage
in killing in a bloody and violent atmosphere, played over and over again, desensitize the
individual to the evil act of killing, whereby the individual, as a programmed robot, finds it
increasingly easy to carry this distorted vision of reality outside into other areas of his life,
such as a school building or playground. If that individual happens to be full of hatred, it
doesn't take much imagination to figure out what "programmed" action he or she may take
in order to vent that hatred and frustration.

The use of computer-assisted instruction in school, which unfortunately has been ac-
cepted as the alternative to traditional education, should also be of some concern to those
seeking an answer to school violence. The same operant conditioning, upon which school
programs for all disciplines is based, can be used for training an individual to perform.
Skinner said "I could make a pigeon a high achiever by reinforcing (rewarding) it on a
proper schedule" and "What is reinforced (rewarded) will be repeated." Such "training" is
not "education" in the traditional sense since it does not transfer. With traditional academic
"education" a student is capable of transferring what he learns to other areas of his life, at
some future time. He can store the information for future use; it is in his brain where it is
able to be reflected upon, where his soul, memory and conscience are able to influence the
information and decisions he makes.

Not so with operant conditioning where no such transfer occurs. Children who spend
their school years "learning" (being "trained") in this manner can be expected to experience
a certain frustration and dehumanization in their behavior since the creative functions of
the brain are being constantly cut off. Operant conditioning experiments on animals have
caused similar frustration and violent behavior.

If Littleton, Colorado schools are anything like other schools around the nation, they
are using the highly controversial "scientific research-based" Outcome-Based Education/
Mastery Learning/Direct Instruction based on Skinnerian behavioral psychology, which is
necessary for School-to-Work programs and workforce training. OBE and computer-assisted
instruction go together as a hand fits in a glove. The combination amounts to a most lethal
concoction for our children.

I fear that unless we examine the use and effect of video games and the use for twelve
years of computers in the classroom we may experience more Littletons. Is it too far-fetched to
assume that he who is trained like an animal may just end up behaving like an animal?]

Eddie Price, a 39-year-old social studies teacher with seventeen years of TEACHing ex-
perience, wrote "A Reign of Terror — Impressions of KERA" which appeared in the December,
1993 issue of The Hancock Clarion of Hawesville, Kentucky. Excerpts from his important and,
one might point out, extremely courageous article follow:

I would never do anything to jeopardize my teaching career or, even more importantly, the

320

security of my family, but I MUST speak out against what I perceive as a massive wrong in
education — the Kentucky Education Reform Act (KERA) .

The perpetrators of KERA began inundating our schools with mountains of regulations,
restrictions, and KERA mandates.... When we expressed our concerns we were told "Be
patient.... Give KERA a chance.... Teachers, we need your help. This is a partnership."

KERAs Outcomes appeared to throw the hard, objective, factual subject matter out
the window in favor of affective goals (more concerned with emotions and feelings) . Our
curriculum would have to be pared down and structured around values and attitudes.

When teachers voiced concerns about not meeting the Valued Outcomes, they were
"soothed" with the explanation that schools would be given the chance to improve. "A
'Kentucky Distinguished Educator' will be sent to your building to help you grow." Then I
learned that this official had the absolute power to declare the school "A School in Crisis"!
The principal, and individual teachers could be eliminated with the single stroke of a pen.
Past performances, evaluations, educational degrees, experience, awards, student achieve-
ment outside of KERA would mean nothing....

When I sat down and read the entire history of KERA's evolution, I realized that our
lawmakers and, even worse, our public had been skillfully and strategically duped. KERA
had been slickly packaged in deceptive language of "glittering generalities" that the public
seemed eager to swallow in the name of reform. Who could argue with such glossy words
as "excellence," "revamping," "progress," "outcome-based," "self-esteem," etc., unless they
are "traditional," "hidebound," "inflexible," and "resistant to change"? I realized that our
distinguished and infallible commissioner basked in the full limelight of a press he had mas-
terfully managed. Kentucky newspaper editors had been appointed to state committees in
the name of "progress" and their editorials provided — free of charge — an excellent soapbox
from which to indoctrinate the public. Pro-KERA articles and comments have no problem
making headlines while others with opposing views must pay exorbitant sums for "political
advertisements." School principals and test scores can be subjectively manipulated from
above to bring down the Kentucky Distinguished Educators upon schools "not politically
correct." For a "dissident," teaching in the public schools today is similar to living under a
Stalinist "Reign of Terror."

This is all so incredibly un-American that someone, maybe the FBI again, must inves-
tigate our legislature to discover how and why such a massive piece of legislation passed
without more discussion. How many millions have already been squandered? How many
millions more? No one truly had a chance to examine it fully. The public education hear-
ings held across the state were structured around a preconceived plan devised by a national
organization — the Pritchard Committee. The whole thing was rammed down the public's
throat before anyone could mobilize. Most concerned were placated by the false notion that
parents and teachers would have more control with the "depoliticalization" of education.
The end result? Our local, elected school boards (those most responsive to a community's
needs) were virtually stripped of their power while state control drastically tightened. The
state now mandates the outcomes, approves the curriculum, trains the teachers, and judges
the performance of students — all of which must conform to KERA.

[Ed. Note: Had the media, over the past ten years, been willing to publish the many articles
and letters to the editor which mirrored Eddie Price's concerns, the national restructuring ef-
fort would be dead in its tracks. Even with censorship of opponents' views, restructuring has
run up against intense opposition and is "in deep trouble. " An article which appeared in the
October 10, 1998 issue of the Louisville, Kentucky Courier Journal entitled "Kentucky Schools
Test Scores Vary Little from Last Year" shows that KERA has been a total flop, as have all
the other multi-million dollar, corporation-backed state reform acts implemented across the

The Noxious Nineties : c. 1 994

321

country. Wherever Carnegie's David Hornbeck goes one can expect a first-class academic flop!
Of course, flops are essential in order to convince the public that "workforce training" is the
solution — the deliberate dumbing down at work.]

1994

U.S. Coalition for Education for All: A History was published in 1994 by the U.S. Coalition
for Education for All based in Washington, D.C. Excerpts from that publication follow:

U.S. delegates from government agencies and non-governmental organizations participated
in the 1990 World Conference and helped to prepare the Education for All (EFA) goals and
action plan. In February 1991 the U. S. Coalition for Education for All (USCEFA) was created
to promote EFA awareness and activities in the United States and to serve as a link to the
global EFA movement.... In 1991, USCEFA held its first major conference, "Learning for All:
Bridging Domestic and International Education."...

. . .From this conference the USCEFA's agenda unfolded. USCEFA organized a symposium
entitled "Integrating Social Services and Education: A Look at Collaboration and Delivery."
At the first meeting of the International Consultative Forum on EFA, U.N. sponsors singled
out USCEFA as a model for national initiatives supporting basic education worldwide. This
forum selected USCEFA to lead an international task force to explore the involvement of
media in education....

USCEFA's 1994 main events included: a symposium entitled "The Educational Impli-
cations of NAFTA" [North American Free Trade Agreement] that addressed educational issues
emerging in the wake of the signing of the NAFTA agreement; co-sponsorship of a global
teleconference entitled "Global Interdependence: the United States and the Third World."
USCEFA's most prominent 1994 event is its December conference; "The Revolution in World
Education: Toward Systemic Change." This conference explores systemic change in education
and the achievement of educational goals and outcomes around the world.... USCEFA will
continue to cooperate internationally to keep the spirit of the Jomtien Conference alive and
to make Education for All a reality at home and abroad.

"To OBE or Not to OBE?" was the question posed by Marjorie Ledell, associate of Wil-
liam Spady's in his High Success Network, in her article for Educational Leadership's January
1994 issue. From page 18 we read:

Finally, raise the real issue and depend on democracy. Don't let "to OBE or Not to OBE"
or "to implement or not implement efforts to improve student learning" cloud the overdue
national debate about whether public education should exist or be replaced with publicly
funded private education.

The January 1994 issue of The Effective School Report carried an article ENtitled "Alter-
native Assessment of Student Achievement: The Open Book Test" by Thomas A. Kelly, Ph.D.
An excerpt follows:

322

All classroom tests should be open book tests.... We are moving toward higher level think-
ing and away from memorization of facts. Give them the facts. Once we leave school, we
can use references any time we want. We are no longer required to memorize endless lists
of facts, formulas, etc. Open book tests will move school activities much closer to real life
activities. The human brain should be used for processing, not storage.

[Ed. Note: Initially the writer's reaction to this quote was disbelief, and then plain revulsion
over what can only be referred to as a pervasive mindset found in those educators who have
been "transformed" into managers of the learning process, total quality technicians, etc. A
true understanding of the significance of Dr. Kelly's statement came to me only after GenYvette
Sutton, a fine researcher from Pennsylvania, made the following perceptive comments as
part of her contribution to a video entitled "The Truth behind Outcome-Based Education" in
which this writer also participated. 32 In the segment of the video dealing with the dangers of
Skinnerian operant conditioning used in computer programming, the new emphasis on critical
thinking, and Dr. Kelly's comments regarding the brain being used for processing and not for
storage, Sutton said:

True education should expand all the faculties of the mind: memory, conscience, imagi-
nation, insight, intuition and brain. When you just process information, you deny or cut
off those other functions of the mind and reduce it to the brain alone, which is just simply
[responding to stimuli]. The danger is unbelievable....

Columbia Teachers College held a symposium on "Knowing: How We Come to Know
Things" and how important this is. Some speakers said that much that is being done in
education denies these other functions of the mind and reduces them to the [responsive]
brain alone. They reminded us that those other functions — memory, conscience, imagination,
insight, and intuition — are the functions by which we know absolutes and truths, [discern
right from wrong], and are able to know God.

Outcome-based education, because it concentrates on the "end product" of its process,
can be said to restrict the student's mental functioning to the level Kelly described as "pro-
cessing." The predetermined goals and outcomes prevent the student from using brain func-
tions which make him unique as a human being. Success in an outcome-based environment is
restricted to performing prescribed tasks to the point of automaticity. The functions of memory
and creativity are not used, nor are they considered necessary to succeed in an OBE program
or any program that uses Skinnerian mastery learning or direct instruction. Predictability is
the bottom line for OBE, limiting the student to only those responses which are prescribed.
When trained by OBE methodology, the student cannot fail unless he employs creativity and
produces an unpredicted response. In an OBE environment, he can believe only that which
is acceptable. The most predictable outcome, over time, is frustration— and ultimately, low
achievement and behavior problems. We should be reminded that robots, although generally
reliable, have no feelings and are not governed by conscience. .

What a chilling thought.]

Education Week carried an article in its March 16, 1994 issue entitled "Back to the

Future — with Funding from NASDC and Direction from the Hudson Institute, the Modern Red
Schoolhouse Updates an American Icon for the 90's" by Lynn Olson. Excerpts follow:

The Noxious Nineties : c. 1 994

323

Of all the design teams funded by the New American Schools Development Corporation
in 1992, the Modern Red Schoolhouse was the one with the closest ties to the Republican
Administration then in power and its ideological heart....

. . .Its chief sponsor is the Hudson Institute, a public policy center based in Indianapolis
that made its reputation analyzing national security issues. Hudson's board of trustees includes
former Gov. Pierre S. du Pont, IV, of Delaware and former Vice President Dan Quayle.

William J. Bennett, a U.S. Secretary of Education under President Ronald Reagan, served
as chairman of the design team. Bennett, an outspoken proponent of private school choice, left
the project last year when he formed Empower America, a conservative think tank based in
Washington. Bennett once described the Modern Red Schoolhouse to The Washington Times
as a "conservative plan with the three C's at its core: content, character, and choice."

Yet, in many ways, the Modern Red Schoolhouse defies political or ideological labels.
Some of its instructional approaches, such as multi-age homerooms and self-paced learning,
would be considered "radical" by observers on both sides of the political aisle.

President Clinton signed Goals 2000 Act on March 24, 1994. This legislation laid a large
portion of the groundwork for radical restructuring of the nation's schools from the teaching
of academics to workforce training.

Michigan's State Board of Education adopted the final version of the CoMMUNicAtion
Arts Framework for the High School Proficiency Test in April of 1994. Extensive excerpts from
the Framework, representative of standards adopted throughout the country intended to assist
students in entering the workforce or in pursuing higher education, follow:

Assessment Framework for the Michigan High School Proficiency Test in Reading

INTRODUCTION

One of the more widely used methods of control is legislatively mandated graduation stan-
dards that require students to pass state mandated tests (Berk, 1986).... The lesson seems
to be that if tests remain inadequate, so will the curriculum they influence.

The challenge for Michigan is to create a reading/communication arts framework for
curriculum and assessment that does not narrow the curriculum. To prevent this from hap-
pening, the Model Core Curriculum Outcomes in Reading, the foundation upon which the
proficiency test is based, must be incorporated into a framework that is consistent with the
emerging trends in the field. The Model Core Curriculum Outcomes in Reading are derived
from the Michigan Reading Association's definition of reading (Wixson & Peters, 1984). The
definition provided a theoretical foundation for changing reading instruction and assessment
in the state. It is based on a constructivist view of reading that posits, "Reading is the process
of constructing meaning through the dynamic interaction among the reader, the text, and
the context of the reading situation." (Wixson & Peters, p. 4)...

While the constructivist perspective is a useful way to view the reading process, it must
be expanded to include the social dimension of learning. This perspective is best illustrated
by the work of Vygotsky (1978). He contended that higher cognitive learning is rooted in
social connections; and as a result, knowledge is socially constructed as learners engage in
holistic and authentic activities (Englert & Palincsar, 1991; Palincsar & Klenk, 1992)....

A common feature of the constructivist and socioconstructivist views of reading is the
importance placed on metacognition — purposeful, effortful, self-regulated, active, intentional

324

learning.... What is called for is a vision of curriculum that incorporates a socioconstructiv-
ist view of reading into a curriculum framework that defines the context for constructing
meaning in a way that is consistent with the Model Core Curriculum.

A New Vision

For too long a period of time the reading/communication arts area has avoided the question:
Is there a content to reading/communication arts? [emphasis in original] ... At the elementary
level the predominate focus is process — reading, writing, viewing, listening and speaking.
While literature has recently assumed a more prominent role, the ideas and issues that persist
and recur over time are relegated to a secondary level of importance. As a result, literature
instruction at the elementary level is haphazard at best (Walmsley & Walp, 1992).

At the middle and high school levels the emphasis is primarily on content, content
which is often narrowly defined by literary studies of the canon. Instruction resembles more
of a transfusionist's perspective in which students receive information much in the same
way patients receive blood (Applebee, 1989; Crews, 1992). Taught in this manner, content
is memorized, regurgitated, and trivialized. When this occurs, the high school literature
curriculum becomes decontextualized and fragmented (Purves, 1992). In this context the
primary goal is to understand a novel, short story, poem, or play; the result is that the liter-
ary work becomes the end rather than a means to the end. What is absent from both the
process and content perspectives is the application of knowledge in authentic ways. What is
needed is a vision of reading/communication arts curriculum that more explicitly defines the
context for constructing meaning in a more meaningful way, one that fosters active learning
in authentic contexts such as the home, community, and the workplace.

An Expanding View of Text
[T]here is more to developing a curriculum than content. The ideas, themes, issues, and
problems that make up the content of text must be placed in a framework that is linked to
other considerations such as: what is to be learned, how it is to be learned, in what context
it is to be applied, and how is it to be assessed? The framework becomes the common thread
that ties together all the components of the instructional system.

...The context in which this type of learning occurs is prescribed by a reading/
communication arts curriculum that provides students with learning opportunities. These
learning opportunities... apply their existing knowledge to issues and problems that result
in new understandings, to synthesize and communicate what they have learned, to generate
new knowledge or creative applications, and to think critically about the content and make
decisions or take actions that relate to it. This type of innovative curriculum points the way
toward higher, richer levels of knowing that are assessed in authentic ways.

Overview of the Framework
The primary goal of the Reading/Communication Arts Framework described in this document
is to develop independent, self-sufficient, lifelong learners whose understandings and capa-
bilities allow them to become personally, socially, and civically involved in the world around
them. . . requires the integration of disciplinary knowledge with learner characteristics that
promote positive attitudes and dispositions. These elements... guide the systematic delivery
of the curriculum. Student achievement of the goals is determined by an assessment system
that uses authentic performances to evaluate student proficiency. (See Figure 1)

Figure 1

Communication Arts/Reading Framework for Curriculum and Assessment

GOALS

RESOURCES

The Noxious Nineties : c. 1 994

325

DISCIPLINARY KNOWLEGE LEARNER CHARACTERISTICS * Literary Knowledge

* Dispositions of Thoughtfulness * Discourse Knowledge *Metacognitive Knowledge
*Process Knowledge *Attitudes and Perceptions

AUTHENTIC APPLICATION OF KNOWLEDGE * Engaging * Meaningful * Functional

* Integrated
READING OUTCOMES
CURRICULUM CONSIDERATIONS

ASSESSMENT SYSTEM *Model Tasks *Portfolio *On-Demand Tasks

[Ed. Note: The material that was emphasized in the Assessment Framework for the Michi-
gan High School Proficiency Test in Reading above is an excellent explanation of the Whole
Language philosophy. When education materials refer to "authentic" applications of learn-
ing, that means reading or any other learning which is "applied" in a real world setting; for
instance, manuals of instruction for operation of household appliances, or letters to the editor
concerning a topic which has been discussed in the classroom and about which the student
has formulated an "acceptable" position. Anywhere the Michigan Framework mentions "social
dimensions of learning" or "socioconstructive views of learning" it is saying that learning has
to be applied in a social setting or have a social end. In this context, learning for the sake of
learning and without prejudice regarding a social point of view is unacceptable. There must
be a "social construction" taking place for the learning to be meaningful. This is a good il-
lustration of how children obtain a social/political point of view which is often contrary to
that of their parents.

The reference to and building upon the work of Vygotsky indicates the waywardness of
the Michigan Framework. L.S. Vygotsky was a Soviet psychologist and mentor to the infamous
psychologist of the same origin, A.R. Luria. Vygotsky and Luria conducted research in the teach-
ing of higher level skills — known in this country as Higher Order Thinking Skills (HOTS) — which
deals with the changing of attitudes, values and beliefs. "Constructivist" learning is a term
which Vygotsky used when training teachers to "build on the knowledge that children have
already obtained" and which is often mistaken to mean building one concept upon another.
This could not be further from the truth. With Vygotsky in mind, the building of knowledge
is always in a particular direction — that which has been determined by the social/political
outcomes desired by the one who is teaching or directing the student's efforts. The Michigan
Framework — and most other states' frameworks — are based on the idea that the "method of
control" is a state-mandated test which reflects the curriculum— teach to the test.]

Education Week published the article "Success with Coalition Reforms Seen LiMited in

Some Schools" by Debra Viadero of New Orleans on April 13, 1994. An excerpt follows:

Some of the first studies to look at the acclaimed Coalition of Essential Schools reform net-
work suggest that some participating schools are having limited success in implementing
its ideas.

Five studies on coalition schools were presented here last week during the annual meet-
ing of the American Education Research Association. Collectively, they draw on the expe-
riences of 24 schools nationwide. The coalition currently has nearly 160 member schools.

Four of the five studies suggest that, while some teachers have made profound changes
in their teaching styles as a result of involvement in the coalition, few, if any, of the schools
studied have implemented its philosophy wholesale. Some schools, facing teacher dissension

326

or financial or district pressures, have abandoned it.

The National School Boards Association (NSBA) recommended radical changes for lo-
cal school boards at its annual meeting in New Orleans in April of 1994. An article entitled
"N.S.B.A. Endorses All Alternatives to Traditional School Governance" in Education Week for
April 13, 1994 relates the following:

"A New Framework for School Governance" endorses school-based decisionmaking, charter
schools, and other alternatives to traditional governance structures, provided they meet local
needs.... Much of the report focuses on improving the alignment of government services at
all levels so that children can meet high academic standards.

In addition to the national education goals, the new report advocates the creation of
national goals for child and youth development.... Establishing explicit, substantive goals
based on children's needs will allow providers to coordinate services more effectively and
insure that help is available to those in need.

[Ed. Note: What a difference seventeen years can make! On March 27, 1977 the immediate
past president of the National School Boards Association warned school board members "to
be aware of and leery of. . . proposals for public involvement in public school operations that
would shift decision-making authority to 'vaguely-defined groups of citizens' at the school
site level," which is exactly what NSBA meant when it called for "alternatives to traditional
governance structures" in 1994.]

SCHOOL-TO-WORK TRANSITION IN THE UNITED STATES: THE CASE OF THE MISSING SOCIAL Part-
ners — A Report of the Governance and Finance Team of the Comparative Learning Teams Project
(Center for Learning and Competitiveness, School of Public Affairs of the University of Maryland:
College Park, Md., 1994) was prepared by Robert W. Glover, team leader for the Center for the
Study of Human Resources, and Alan Weisberg, Foothill Associates, with assistance from team
members: Andrew M. Churchill, Jobs for the Future; Sharon Knotts Green, Motorola, Inc.;
Robert McPherson, Center for the Study of Human Resources; Janet Lewis, Hewlett Packard
Corporation; Quint Rahberger, Oregon Bureau of Labor and Industries; Mark Scott, Center for
Learning and Competitiveness; and F. Eugene Scott, Sutter Health Systems. This document
was published as a joint project of the Center for Learning and Competitiveness (CLC) and
The Greater Austin [Texas] Chamber of Commerce.

The CLC Advisory Board includes the following persons: The Hon. William E. Brock, 33
chair, senior partner of The Brock Group; Dr. Anthony P. Carnavale, director of Human Resource
Studies, Committee for Economic Development; Nancy S. Grasmick, state superintendent of
schools for the State of Maryland; Dr. Herbert J. Grover, professor of education, University of
Wisconsin at Green Bay; Mayor Vera Katz, Portand, Oregon; Eugenia Kemble, assistant to the
president for educational issues, American Federation of Teachers/AFL-CIO; The Hon. John R.
McKernan, Jr., governor of Maine; Hilary C. Pennington, president, Jobs for the Future; William
B. Rouse, chief executive officer, Search Technology, Inc.; and, Marc Tucker, president, National
Center on Education and the Economy. Anne Heald is the executive director of the CLC.

Excerpts from School-to-Work Transition in the United States follow:

The Noxious Nineties : c. 1 994

327

In February 1993, CLC brought together 25 leading experts from state and federal organiz-
ations as well as international leaders, to identify the most pressing questions and problems
that confront policymakers and practitioners working to build school-to-work transition
systems in the United States. The outcome of that meeting was a consensus that there were
five areas in need of immediate in-depth attention:

• Building a System: Governance and Finance

• Developing Standards, Assessment and Credentialing

• Building Partnerships: The Role of Economic Actors

• Designing Quality Programs

• Providing Career Guidance

To address these issues, and with the generous financial support of the German Mar-
shall Fund of the United States, CLC initiated its Comparative Learning Teams Project. CLC
issued a request for proposals nationwide, and respondents were asked to select one of these
areas as the focus for an international learning investigation, developing levels of inquiry in
substantial detail and with specific outcomes for their trip. The capacity of teams to effec-
tively disseminate their findings in a way that would positively impact on the development
of school-to-work systems in the United States was a key selection criteria.

CLC awarded grants to five organizations in the school-to-work transition field who
led, planned and supported a Comparative Learning Team. The grants enabled each team
of at least nine people to visit two European sites where sophisticated school-to-work tran-
sition teams operate. Each comparative learning team participated in carefully planned
12- to 14-day working sessions in Germany, Denmark, the United Kingdom, Switzerland
and Sweden, where they gained direct access to their foreign counterparts and first-hand
exposure to European systems....

Already, the work of the comparative learning teams has had an impact on system-
building in the United States. Team members were able to build on their European experience
when designing state systems under the guidelines of the new Federal School-to-Work Op-
portunities Act. Officials in the Departments of Labor and Education, working on school-
to-work policies, were briefed.... Participants have spoken at numerous conferences, and
published comments in newspapers and newsletters. Key findings of the teams are guiding
further policy work around key issues such as the engagement of industry in school-to-work
programs and in the design of skill standards....

For over a decade American policy leaders have looked to Europe for insight into how
to move young people effectively from school to the workforce, while providing them with
relevant and valuable skills. The impressive achievements of European systems triggered
much enthusiasm in this country about the potential positive impact of reform here.

Now with the passage of the school-to-work legislation, and with states actively at-
tempting to build school-to-work transition systems... the international experience remains
highly significant. Issues that challenge American policymakers in building systems, such
as developing appropriate funding mechanisms, engaging industry partnership and ensuring
relevant standards, have long been at the core of investigation in Europe. . . .

...As states and sites move to implement comprehensive reform in the United States
under the auspices of the School-to-Work Opportunities Act, all five reports will provide valu-
able information and insight into the best international lessons.... We want to express our
thanks to the lead organizations for the project: The Austin [Texas] Chamber of Commerce,
the New Standards Project [Marc Tucker's National Center for Education and the Economy
program], The Council of Chief State School Officers, the National Alliance of Business, and
the Northwest Regional Educational Laboratory.

328

The following quote from an article in the May 14, 1984 issue of The Washington Post
entitled "Industrial Policy Urged for GOP" sheds some light on behind-the-scenes activities
which have led to acceptance of corporate-fascist workforce training necessary for a planned
economy:

A conservative study group founded by supporters of President Reagan is about to issue a
report that advocates Republicans shed some of their deep-rooted antipathy to a planned
economy. The "Industrial Policy Debate" is to be issued today by the Institute for Contem-
porary Studies, a think tank founded by Presidential Counselor Edwin Meese, Secretary of
Defense Caspar Weinberger, and other Reagan supporters.

It should also be pointed out that Secretary of Defense Caspar Weinberger served as Sec-
retary of the U.S. Department of Health, Education, and Welfare in the Nixon Administration
in 1973, and that he oversaw the development and publication of the Planning, Programming,
Budgeting and Evaluation Systems (PPB[E]S) State Educational Records and Reports Series
handbooks which document the establishment of the central planning system for the USA.
One of the handbooks included in this series entitled Financial Accounting: Classifications and
Standard Terminology for Local and State School Systems stated in its preface:

Another project funded by the Office of Education from 1968 to 1971 was the development
of a program, planning, budgeting, and evaluation conceptual design under the sponsorship
of the Association of School Business Officials' Research Corporation.... The emphasis in this
project is on the development of a goal-oriented system for evaluating programs. 34

[Ed. Note: One can't resist asking the politically incorrect questions: When were the Amer-
ican people asked if they wanted to exchange our free enterprise system for the socialist
school-to-work system identified with European countries? When was the decision made, and
by whom, that the United States would benefit from a planned economy, when this nation
has served as the lighthouse for the world, beckoning millions to its shores to benefit from
the upward mobility provided by the free enterprise system? By this time the reader should
seriously question the legitimacy of the "lead organizations" for the Comparative Learning
Teams Project — organizations that this book has documented to be involved in "the deliberate
dumbing down" of America.]

A PAPER ENTITLED "ISSUE FOR DESIGNING A SYSTEM OF SKILL STANDARDS AND CERTIFICAtion

for the American Workforce: On What Basis Should Occupation/Skill/Industry Clusters Be
Organized?" by Robert W. Glover of the Center for the Study of Human Resources, University
of Texas at Austin, was prepared for the U.S. Department of Labor in May of 1994. Mr. Glover
has contributed to several national and international studies, including America's Choice: High
Skills or Low Wages! 35 and was the author of the Texas Department of Commerce's publication
entitled Developing a System of Skill Standards for the State of Texas (January 1993) . Excerpts
from Glover's paper follow:

The Appeal of Setting National Standards as a Device To Reform and
Upgrade American Learning Systems

In its report published in June 1990, the Commission on Skills of the American Workforce

The Noxious Nineties : c. 1 994

329

placed the development of skill standards and certification on the table as a major policy
instrument for improving the education and training preparation of the American Work-
force. . . . Specifically, the Commission's first recommendation called for "A new educational
performance standard... for all students, to be met by age 16... established nationally" (p.
69) . . . [and] described the new assessment system as focusing on thinking-based achievement
rather than routine skills. This new certification, which has come to be called the Certificate
of Initial Mastery was envisioned as a cumulative assessment and certification process in-
volving a variety of assessments, including a portfolio of performances and projects. It was
to be administered by an independent examining organization and focus on "thinking-based
achievement, not routine skills."

Recommendation number 3... called for the development of "a comprehensive system
of Technical and Professional Certificates and associate's degrees for the majority of our
students and workers who do not pursue a baccalaureate degree" {Commission on Skills of
the American Workforce, 1990, p. 77).

The Certificate of Initial Mastery aims to cover general workplace skills whereas the
envisioned system of Technical and Professional Certificates and associate's degrees was aimed
at assessment and certification of specific occupational skills. The two types of certification
are parallel and complementary. . . . The two sets of skills are related but separable. Obtaining
a Certificate of Initial Mastery was considered by the Commission as a gateway or threshold
conveying eligibility to compete for Technical and Professional Certificates.

The Commission on Skills of the American Workforce recommended that the Certificate
of Initial Mastery be "benchmarked to the highest standards in the world" [undefined] (p.
69). Likewise the standards of Professional and Technical Certificates should be "at least
equal to those set by other advanced industrialized nations" (p. 77).

Since the publication of America's Choice: High Skills or Low Wages! in June 1990,
considerable progress has been made toward moving the concept of a cumulative portfolio
of tests, projects, and achievements into reality. Within a short year, public opinion about
national testing made a remarkable transformation from high negative to positive (Marshall
and Tucker, 1992). The Secretary's Commission on Achieving Necessary Skills (SCANS),
chaired by William Brock (who also served as co-chair of the Commission on Skills of the
American Workforce [U.S. Secretary of Labor]), developed an innovative taxonomy of trans-
ferable generic skills applicable to all workforce entrants in a high performance economy.
The New Standards Project, under the direction of Marc Tucker of the National Center on
Education and the Economy and Lauren Resnick of the Learning and Development Center
at the University of Pittsburgh, working with a consortium of 19 states and 6 local school
districts, is developing new approaches to assessment toward the creation of a certificate of
initial mastery (National Center on Education and the Economy, 1994a, 1994b, and 1994c).
Now the recommendations of the Commission are embodied in the Goals 2000 legislation
recently passed by Congress and signed into law.

As an amplification of the above report, the writer would like to quote from the pre-
sentation by Paul F. Cole, secretary-treasurer of the New York State AFL-CIO Chapter, at the
Second Annual Model Schools Conference in Atlanta, Georgia in 1994. Mr. Cole's statements
included:

I worked on the critical thinking skills portion of the Secretary's Commission on Achieving
Necessary Skills (SCANS) report. The fundamental revolution in the workplace called for
restructuring of education to meet the challenge....

Value-added students produce a high performance environment.... 36

We must go from norm-referenced to criterion-referenced testing. Educational equality

330

is the goal. We must benchmark nationally. Office of Educational Research and Improvement
(OERI) study on standards reflected these changes to be made:

1. Setting standards

2. New assessments — portfolios, authentic assessment

3. System of credentialing

4. Curriculum frameworks

Some industries are devising standards for school achievement. Queens Aviation High
School, [Queens] New York, meets EAA standards. National Skill Standards Board is working
on integrating comprehensive skill standards....

Manipulation of symbols is a skill used with computers rather than direct observation
of information. This will affect how we teach reading.

[Ed. Note: This last statement regarding reading should be considered very seriously. What
changes in the teaching of reading have been promoted of late? Primarily, the "scientific,
research-based, direct, systematic" Skinnerian behavioral approach characterized by direct
instruction — and funded under The Reading Excellence Act in 1998. Is this emphasis an out-
growth of SCANS-related policies adopted by "partnerships" between government and busi-
ness interests at the expense of real educational opportunities for children? In 1981 Professor
Anthony Oettinger said in a speech that "in the modern context of functionalism, they [comic
books], may not be all that bad" for instruction. Comic books and Paul Cole's "manipulation
of symbols" have much in common. (See Appendix XI and XXV.)]

President Bill Clinton signed the School-to-Work Opportunities Act of 1994 on May 4,

1994. This law provided seed money to states for development of local partnerships of busi-
ness, labor, government, education and community organizations to develop school-to-work
systems.

The Washington Post carried an article entitled "TRying to Catch Up on Their Read-
ing: Tutors Find What Students Miss" in its May 25, 1994 edition. Excerpts from this article
follow:

Students are selected for the program by English teachers, counselors, and principals.... Sykes
said the D.C. school system will establish "gates," or assessments at grades 3, 5, 6, 8 and 9.
There will be no student who will move beyond that gate unless they have shown mastery
skills to move to the next level. Sykes said the school system also is developing a statewide
reading curriculum that would alleviate the problem of students missing lessons when they
change schools in the District.

The students who are enrolled in the Sylvan Center [a private contractor which uses
mastery learning] at Anacostia High School said they are proud to go there. There is no stigma
attached to the program. In fact, they said, their friends want to know how to join them in a
learning environment where the teachers pay close attention... and give them treats... don't
seem irritated when they don't understand and congratulate them for every step of progress
they make. "This program gives you confidence. It's fun to learn like this. If you do good,
they give you awards."

Tarenia Rogers, 15, a tenth-grader, said the program gives her something to look for-
ward to when she goes to school. "It's like a job," she said. "When you come in here and
work, you get paid" [emphasis in original]. When students score well or complete assign-

The Noxious Nineties : c. 1 994

331

ments, teachers reward them with tokens that can be used to buy products such as beads,
basketballs and T-shirts at the Sylvan "store" — a display counter that stands in one corner
of the classroom.

[Ed. Note: This is the school system in which William Spady and Thomas Sticht served as
consultants in the implementation of the now infamous Mastery Learning program in 1978,
and which in 1996 had the lowest test scores in the nation. Interesting that Washington, D.C.
schools — like Chicago which experienced the "human tragedy" due to mastery learning — is
again implementing the same Skinnerian rat training method for "tutoring" its inner city chil-
dren. (See Appendix XXV.)]

The Conference Board published Business and Education Reform: The Fourth Wave— A
Research Report (CB Report No. 1091-94-RR) in 1994. Founded in 1916, the Conference Board
was established with a two-fold purpose: 1) to improve the business enterprise system and 2)
to enhance the contribution of business to society. To accomplish this, the Conference Board
strives to be the leading global business membership organization that enables senior execu-
tives from all industries to explore and exchange ideas of importance concerning business
policy and practices. The Board has offices in New York City, Brussels, Belgium, and Ottawa,
Ontario, Canada. Some excerpts from this extremely important, 41-page document from The
Conference Board follow:

A study of business involvement in systemic education reform shows that such reform:

• is a long-term, complex and politically charged process requiring on-going com-
mitment

• demands that business collaborate with other important stakeholders to effect real
reform

• requires clearly stated and explicit goals that place children first

• emphasizes structural changes within schools, communities and the public policy
process.

...Data show that during more than 10 years of dedicated effort to improve the U.S.
educational system, the business community has invested significant financial, human, and
time resources in schools. But business executives have often been frustrated as they have
discovered that most of the initiatives, while well-intended and often quite useful to small
groups of students, have failed to effect major changes in the ways schools operate or in the
overall performance of the education system.

The business community now stands at a critical juncture in its involvement in school
reform, with two significantly different pathways developing. The first, evidenced by the
emergence of charter schools, privatization initiatives, and emphasis on school choice involves
stepping outside the current system and attempting to improve education by starting anew.
Businesses that choose this path accept the premise that the current system is irretrievably
broken and cannot possibly be repaired by those working within it.

The second path, collaboration for systemic reform, in which many Conference Board
companies are deeply involved and upon which this report focuses, assumes that signifi-
cant competencies exist within schools and that systemic changes can be made to improve
performance.

Collaboration involves formal working relationships among business and school offi-
cials, social and human service agencies, parents and other relevant stakeholders to reform

332

schools by changing the systems in which they are embedded, the reward structures that
perpetuate them, and the defining features (e.g., curriculum, school days, performance
measurement) of the schools themselves. The critical assumption is that the schools can be
transformed from within....

In effect, blame for the problems of national competitiveness and for the problems of
children in a complex and changing society is moving away from schools toward a more
honest assessment of what is producing the so-called crisis in our schools. The answers often
lie outside the schools themselves.

Since schools reflect society, it may be necessary to rebuild the community infrastructure
in new ways, by using the school itself as a community resource....

Despite significant external pressures and constant cries of crisis in the educational
system, schools have remained largely unchanged....

School days remain, for the most part, shorter than those of other industrialized na-
tions, and the school year remains on an agrarian calendar. The structure of schools tends
to isolate teachers not only from each other, but also from other important stakeholders,
such as parents, businesses, social service and civic agencies, and community organizations
that might take up some of the social and family burdens that have been placed on schools.
Subjects are still predominantly taught in rote memorization fashion in short bursts of activity
of 45-50 minutes. Often little time is devoted to staff or curriculum development.

In part, this situation exists because, as Chester Finn has stated, "people aren't changing
their behavior at the 'retail' level of education." The explanation for this inability to change
is due, in part, to public attitudes about education and schooling. These attitudes, which
research shows are pervasive, mean that, rhetoric aside, fostering serious organizational
change in schools has been difficult to accomplish....

MODELS OF COLLABORATION FOR SYSTEMIC REFORM

Case 1: Re:Learning — Monsanto, Southwestern Bell, Emerson Electric and Hallmark's Sup-
port for Systemic Education Reform

The group determined that the goal would be active student learning with demonstra-
tions of student accomplishment, which is a fundamental aspect of the Common Principles
of the Coalition of Essential Schools. The principles provided a foundation upon which all
of the group's efforts could build, with particular attention devoted to the aspect it deemed
most critical to actually achieving their goals: development of the teachers who work in the
restructured schools.

The organizational framework the coalition chose to achieve its goal was Re:Learning,
a national effort to address education reform by redesigning the total education system. Re:
Learning, begun in 1988, includes the Coalition of Essential Schools, the Education Com-
mission of the States, and all member schools, districts, and states....

Case 5: Partnership for Kentucky School Reform

The state of Kentucky is identified as being on the leading edge of the school re-
structuring and reform movement. Faced with the Kentucky Education Reform Act (KERA),
which was intended to radically restructure schools because the system had been declared
unconstitutional, business leaders in the state rallied together with educators and govern-
ment leaders.

This type of collaboration was not new: Leaders in these three sectors had been inter-
acting for a number of years, particularly concerning issues of education in the Louisville
area and surrounding Jefferson County. Indeed, Louisville had been one of the 12 National
Alliance of Business Compact Cities, funded to develop ways for these sectors to work to-
gether to improve education.

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333

KERA represents a long-term and systemic approach to school reform. Among other
things, the act guarantees a certain level of funding on a per-student basis, establishes mech-
anisms to equalize school financing, and introduces school-based management at each school
along with major curriculum revisions and an entirely new primary school program.

One of the more innovative approaches embedded within KERA is the establishment of
family resource centers and youth services centers within schools in poor areas. This "one-
stop shopping" approach is meant to ensure that children are able to learn when they are in
school because their families are receiving needed services. Additionally, all four-year-olds
are required to attend preschool. A strict accountability system accompanies and supports
the implementation efforts. One characteristic of KERA is its emphasis on high expectations
for children.

KERA, coupled with the Business Roundtable's efforts to involve the business com-
munity in state-level advocacy, galvanized the business community into action. In the fall
of 1990, the CEO's of three companies, John Hall of Ashland Oil, David Jones of Humana,
and Kent C. "Oz" Nelson of United Parcel Service, established the Partnership of Kentucky
School Reform. With the inaugural meeting held in March 1991, more than 50 leaders
joined together to solidify their support for successful implementation of the innovative
KERA. The group represented a non-partisan cross-section of business, government, civic,
and education leaders, all making a commitment to improve the quality of education in the
state through a statewide information campaign combined with local activities to support
the reform movement.

[Ed. Note: KERA has become a case study in how educational reform went astray in a state
that "was on the leading edge of the school restructuring and reform movement," and how
it brought grief to parents, students, teachers and legislators. It was also a case study that in-
volved a key, if not the key education change agent — who is not even an educator — David W.
Hornbeck, who took his marching orders from Marc Tucker's National Center on Education
and the Economy (NCEE) .

To add insult to injury, Hornbeck left Kentucky's sinking KERA ship to become super-
intendent of the Philadelphia, Pennsylvania school system where his tenure in Pennsylvania
was equally controversial and destructive, resulting in the school system's being declared un-
able to function, wanting the state to take it over pending its "re-establishing" itself. Is it the
role of the Hornbecks of this world to Restructure schools, enabling them to be restructured
according to the needs of the global economy?

Are the Hornbecks of the world brought in specifically for that purpose?

Additionally, one could ask why The Conference Board, and business interests in general,
find the work of particular change agents and their tactics so appealing and positive? Is it
because the change agent puppets are performing perfectly for their puppeteers who consider
our children "human capital resources" to be trained, allowing the multinational corporations
to spin off profits as a result? Take the case of a school system in New Mexico; the local school
board rejected the Re:Learning Project only to be heavily pressured by the governor and a CEO
of a multinational corporation — and others — who absolutely insisted on the implementation
of Re:Learning. These folks had just returned from the "Charlottesville Summit" where they
had received their marching orders under America 2000. 37 ]

In The Reading (Pennsylvania) Eagle/Times on June 25, 1994 an article by Stephanie

Ebbert entitled "School Exams Likely to Have Russian Origin" stated the following:

334

Teachers in the former Soviet Union, who played host to visiting U.S. educators, express
interest in exchanging tests and course material to compare students' aptitudes and cur-
riculum.... Wyommissing School District students may soon be taking tests drawn up by
teachers in the former Soviet Union.

Dr. Charles R. Walker, superintendent, has established ties with educators in St. Pe-
tersburg, the former Leningrad, as a result of an April excursion there. Walker, one of 32
educators who, along with their spouses, took a 10-day educational trip to visit schools in
St. Petersburg and Moscow, returned with contacts, fax numbers from Russian schools, and
plans to establish ties to ensure students are competitive on a global scale.

Teachers there expressed interest in exchanging tests and course material to compare
students' aptitude and curriculum in the two countries, Walker said. In one public school
that Walker visited the board had recently decided to mandate that students wear uniforms
to try to contain the forces of commercialism, at least during the school day, he said.

[Ed. Note: Although dress codes are proper — and many private schools require an identifiable
uniform to distinguish their schools' students from others — many government schools in
urban areas in the U.S. are beginning to require uniforms. With the advent of: reduced time
for recess; encouraging military personnel to function as teachers or instructors; the use of
police to monitor school corridors and to teach the unsuccessful DARE (Drug Abuse Resistance
Education) program; and the concept of our children being labeled "human capital resources"
for the government-promoted school-to-work scheme, the idea of uniforms for public school
students is more than a little disturbing.]

The Second Annual Model Schools Conference, sponsored by the International Center
for Leadership in Education, Inc. (ICLE — whose director is Dr. Willard R. Daggett, previously
employed as a co-trainer with William Spady at Outcome-Based Education training sessions
sponsored by Spady 's High Success Network) was held June 26-29, 1994 in Atlanta, Georgia.
Representatives of the educational systems of China, Denmark, England, France, Germany,
Japan, and Russia were included as presenters at the conference.

Of special interest was the presentation given by Su Lin, founder and chairwoman of China
International Intellectual Resources Development Center for Children (CICC). 38 This school
has branches in the United States, Germany, and other countries to facilitate the immersion
of its Chinese students into the culture as well as the language of other countries. Excerpts
from her presentation follow:

It is CICC's task to be engaged in educational reforms, to establish organizations of intercultural
communications, and to integrate educational institutions with enterprises. Therefore, CICC's
systems engineering of education is an enormous constitution [composition] of education
and technology, theory and practice, experimentation, organization, and management.

CICC has been incorporated into an international group.

We stress the following aspects:

1. The kind of citizens required by the 21st century will constitute our essential con-
sideration of educational receivers, aims, and contents.

2. We must do experiments in the search for a new education model.

3. The greatest characteristics of the 21st century will be the internationalization of
education. With that in mind, we aim to develop our education in an international
environment, as education is supposed to be an open system.

4. China is carrying on its social reforms, encouraging individuals and the non-govern-

The Noxious Nineties : c. 1 994

335

mental sector to run education. Educational institutions in China are all affected by
the shortage of financial resources.
5. The secure job policy makes education a closed and extremely stable system, closed
to competition. Our curriculum is out of date. Education reforms are imperative in
China....

Sincere love of children is the principle upon which CICC is constructed....

I am strongly against parents or teachers who impose their own views and demands on
the children. Education is a noble job that calls for devotion and dedication with no reser-
vation. Chances and conditions for education should be equal for every child....

The cultural, economic, and educational levels for the minorities in Hainan are relatively
low. With these factors in mind, CICC intentionally enrolls students from these minorities
for educational experimentation and research....

The aim of CICC is to develop children into persons with sound personality for the 21st
century. To this end we incorporate the following features:

1 . Standardization — a series of educational activities designed, organized, and managed
according to educational principles and social needs to achieve a desired end.

2. Complying with natural law — all educational activities must obey the natural physio-
logical and psychological development of children. Tampering with these laws leads
to failure, as in the medieval missionary schools and family education.

3. Exploitation — exploiting the tremendous potential capacities of children.

4. Succession and systemization — treat the developmental process as a systemic
whole.

. . .Personality is the synthesis of a person's mental and physical qualities. Our proposal
is that elementary education should be globally oriented.... This is the inexorable result of
international economic development.

Education reforms conducted by CICC include the shortening of the whole educational
period to fifteen years of schooling. Weekday boarding is one of the educational facilities of
CICC. They [the students] are required to board at school on weekdays and go back home
by school bus on weekends. We provide boarding for the following reasons:

1 . Most people are too busy working to pay enough attention to the education of their
own children.

2. Many of the children come from broken families. The boarding school is a place they
can turn to for comfort. Some even prefer to stay at school on weekends.

3. Many parents are not well-educated themselves and know nothing about how to
bring up their own children.

4. China has a "one-child" policy as a way of controlling the birthrate. It is statistically
shown that problems such as self-centeredness, stubbornness, and dependence are
some common characteristics of only children nowadays. CICC provides boarding
to strengthen the children's sense of equality, solidarity, and independence.

We have established a school for the parents, where people can learn how to educate
their own children. The overall plan for CICC has Moon Lake as the hub of the community
with the educational center around it. CICC has organized itself into a self-supported inter-
national group corporation of educational institutions and enterprises by opening businesses
and services in children's education, science and technology, medicine and health, legal,
insurance, trade and tourism.

[Ed. Note: Do the above outlines remind the reader of the New American Schools Development
Corporation's criteria for schooling in the United States through charter schools that bear
many of the above characteristics? Can the reader recognize the Chinese equivalent of "at-risk"
categories that our country is targeting for educational funding? Does reference to boarding

336

schools remind the reader of the November 1979 article in The Bangor (Maine) Daily News
about radical changes proposed by a Vermont task force which included boarding schools,
a center for educational research and teacher training, and elements of the school-to-work
agenda for the 1990s?

The above Chinese model, describing the school as the "hub" of the community, bears
much resemblance to the community education programs of the past twenty-five years or so.
While the Chinese still use the word "children" instead of this country's substitute "human
capital resources," one must not lose sight of the environment — political, economic, and reli-
gious — in which the above extreme, communist and coercive "educational solutions" are sug-
gested and established. The reader should also bear in mind that this program was presented
at Willard Daggett's ICLE "Model Schools" conference.]

"Schools: Into the Future" is the title of an article which ran in The Oregonian [Port-
land, Oregon] on September 8, 1994 and carried a subtitle as lead-in which read "Oregon's
school-reform plan is one of the country's most ambitious — and this year it really kicks into
gear. " Since Oregon was the first state to implement the Goals 2000 Act (signed by President
Clinton on March 31, 1994) and The School-to-Work Opportunities Act (signed by Clinton May
4, 1994), before quoting from the article in The Oregonian, the writer wants to quote from the
first paragraph of the radical Goals 2000 Act:

PUBLIC LAW 103-227
March 31, 1994
103rd Congress

To improve learning and teaching by providing a national framework for education reform; to
promote the research, consensus building, and systemic changes needed to ensure equitable
educational opportunities and high levels of educational achievement for all students; to
provide a framework for reauthorization of all Federal education programs; to promote the
development and adoption of a voluntary national system of skill standards and certification;
and for other purposes. 39

Excerpts from the "Schools: Into the Future" article which enable the reader to comprehend
the controversial nature of Goals 2000:

Efforts to make learning more relevant by breaking down walls between schools and the
adult world are bringing the most visible changes. At Portland's Roosevelt High, for example,
students will choose career paths early in their high school years and actually will follow
them into the workplace with real-world experiences such as internships and job-shadow-
ing programs. At Grant High, students will learn directly from Cellular One workers. And
at Marshall High, business leaders will serve as mentors to individual students, guiding the
choices that will affect their futures in the world of work.

Oregon's law, like President Clinton's Goals 2000 reform legislation, aims to dramatically
raise the education levels of students schools failed to reach in the past. This year, Portland
Public Schools will embark on a plan to push all students into an academic regimen equal
to that traditionally reserved for the college-bound, says Jack Bierwirth, Portland Public
Schools Superintendent.

It will do so by aggressively following Oregon's school-reform blueprint. The state
plan attempts to reach the forgotten half in two ways: 40 by requiring all students to meet

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high academic standards and by blending academics with new vocational paths that lead to
further studies and good jobs.

Because of the state plan's scope and high standards, the American Legislative Ex-
change Council last month chose Oregon as one of eight states to receive its A + award in
education.

Replacing the Diploma

Oregon's reform plan will require students to earn two certificates of mastery to grad-
uate — one at about the end of their sophomore year and the second about two years later.
This year's eighth-graders will be the first class to earn certificates instead of diplomas.

Reformers say the distinction is central to the changes education faces: diplomas are
based on course credits or the time students put in. But certificates, they say, are based on
standards or what students know and can do.

Another article in the same September 8, 1994 issue of The Oregonian was entitled "Model
Program Links Classroom to Workplace." This article by Courtenay Thompson deals with a
pilot project to implement school-to-work requirements of the Oregon Educational Act for the
21st Century. The following are excerpts from that article:

In the blood splatters of murder victims, David Douglas High School senior Chrissy Ballantine
is learning about both forensics and her future.

A student in the school's innovative Law Network course, the 17-year-old is exploring
careers by learning to interpret blood splatters with the help of a Multnomah County forensic
specialist. Last year, she also analyzed the book Lust Killer, a true-crime novel by Ann Rule
about Jerome Brudos, an Oregon serial killer.

Not standard classroom fare, but Ballantine raves about the two-year course, a pilot
program to implement school-to-work requirements of the Oregon Educational Act for the
21st Century... "We were doing an excellent job of providing a well-rounded college prep
education," said Anthony Palermini, David Douglas superintendent. "But it wasn't relevant
to 25 to 30 percent of our students."

As a result, the district began developing what it calls Project Stars— "Students Taking
Authentic Routes to Success" — in which students select one of six general career areas, or
"constellations," to concentrate their electives. Students will work toward certificates of ad-
vanced mastery, a key measure of academic success under state-mandated school reform....
The career focus would start in the seventh grade, when students would take a career-orien-
tation class. Students would select their constellation by the time they hit high school.

[Ed. Note: The fact that Oregon's school-to-work reform plan received the American Legis-
lative Exchange Council's (ALEC) highest educational award should come as a surprise since
ALEC is an association created by "conservatives" (Paul Weyrich) in 1981 as a counterpart to
the liberal, Rockefeller-spawned ACIR (Advisory Commission on Intergovernmental Relations);
both organizations draft "model" legislation for use by state and federal legislators.]

On November 2, 1994 Education Week published an editorial letter by this writer entitled
"Viewing Reform Partnerships as Big Brother's Intrusion." A portion of the letter follows:

Don Davies ("Partnerships for Reform," Commentary, October 12, 1994) just doesn't
get the message: Smart Americans don't like partnerships with the government; and if public
schools aren't "government," what are they?

338

Evidently there are still enough politically savvy (educated) Americans who reject such
partnerships, having studied government intrusion in the home and family in countries such
as Cuba, the former Soviet Union and Eastern bloc countries, and especially in Communist
China, from which some of Don Davies's community-education research apparently has
emanated.

The Community Learning and Information Network, Inc., or CLIN, incorporated in
1992 and supported by major corporations and education associations, will make Professor
Davies's dream come true. He "won't have to worry about citizens who 'resist'" Goals 2000
reform (don't want to dance with the government) . According to the CLIN fact sheet, "The
CLIN concept is to implement a community-linked learning-technology and information-de-
livery system that uses... two-way interactive video, networked computer-assisted learning,
video programming, multimedia, interactive cable, and electronic mail (including electronic
video mail) based on an 'open systems' architectural approach. CLIN, Inc.'s goal is [to] link
every public and private school in the United States, as well as every institution of higher
education and corporate and industrial training sites."

An information packet from the Community Learning and Information Network states:
"CLIN has also developed international projects, to include an approved project with the
People's Republic of China sponsored by the highest levels of the Chinese government."

Professor Davies's concerns about lack of parental and taxpayer support for reform will
also be dealt with when the National Goals Panel's 235-page Community Action Tool Kit,
the intent of which is to psychologically manipulate taxpayers into supporting Goals 2000,
hits our communities. The Tool Kit recommends, among other techniques, these: "Describe
allies and opponents; identify change agents; get the president of Hewlett Packard to write
the chairman of the school board a letter supporting the proposal." It also provides a case
study of how Christian ministers were manipulated into supporting Goals 2000 in Edmonds,
Washington.

Alexander Solzhenitsyn, the famous Soviet dissident, issued an important warning
when he said, "Coexistence on this tightly knit earth should be viewed as an existence not
only without wars... but also without [government] telling us how to live, what to say, what
to think, what to know, and what not to know. "

So-called "peace" is breaking out all over the world. How long this type of peace will
last will depend on the patience freedom-loving citizens have with Global Big Brother's
intrusion into the privacy of their homes and families.

Challengers for Insight in its November 1994 newsletter published an article entitled
"Susan Kovalik's Integrated Thematic Instruction" which enables the average parent or teacher
to understand a new teaching model based on "brain compatible learning" for outcome-
/performance-based education. 41 This critique of Kovalik's model was written by education
researchers Marilyn Boyer and Barbara Volkman of Indiana. 42 Since this article describes a new
and most controversial method which may well be used extensively throughout the nation, this
writer has included it in its entirety so that the reader can use it for educational purposes:

SUSAN KOVALIK'S INTEGRATED THEMATIC INSTRUCTION
By Barbara Volkman and Marilyn Boyer

Controversy continues to rage throughout Indiana over a state-supported teaching
model for Outcome-/Performance-Based Education. Many traditional teaching methods are
being eliminated as public school classrooms experiment with new teaching techniques

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339

based on brain-compatible learning, such as those promoted in the 1992 Integrated Thematic
Instruction: The Model (ITI) developed by Susan Kovalik and Associates of Arizona.

A memorandum was sent to all Indiana superintendents, inviting them to attend a
lunch/conversation with Susan Kovalik in Indianapolis on November 10, 1994 during the
7th National Conference of the American Association of School Librarians. [It stated in part
that] ITI is of great interest to parents in Indiana and elsewhere, since "Susan is well known
as a writer, facilitator, and president of one of the largest inservice training organizations in
the United States," according to the invitation.

Kovalik's material shows a strong connection to the New Age philosophies of Eastern
mysticism and Western occultism. Indiana has for several years been putting in place the
new age curriculum that contains all of the psychological/educational processes necessary
to achieve in the student the desired state, national and international outcomes.

Master teacher Barbara Pedersen, an associate of Susan Kovalik's from Central El-
ementary School in Lebanon, Indiana, has brought the ITI model to Indiana classrooms
through the Indiana Department of Education-supported C.L.A.S.S. (Connecting Learning
Assures Successful Students) project. Pedersen not only trains and coaches teachers in many
schools in Indiana, but now has expanded to include Kentucky teachers.

The ITI model's approach to teaching uses a single theme (yearly, monthly, weekly)
to tie together various areas of instruction such as science, math, history, and reading. The-
matic teaching is not new. What is new, says Kovalik in her 1992 ITI manual, is that, "The
entire ITI Model — curriculum development and instructional strategies — has been selected
and organized with great care to fit how the brain learns" (p. 3).

This type of thematic model, based on human brain research, is called brain-compatible
learning. However, a close look behind the model at the books that Kovalik cites as brain
research reveals that ITI is not based on valid scientific studies, but rather on educational
theories tied to psychic phenomena research.

The mind, claims Kovalik, is designed to learn from the experience and complexities of
the natural world, and thus she rejects the logical, sequential (traditional) teaching approach
to learning. According to Kovalik, the goal of school districts and school boards should be to
provide students with a brain-compatible learning environment by eliminating policies that
support brain-antagonistic elements (i.e., a textbook for every student, traditional evaluation/
grading, and sequential curricula presented in a logical manner) .

Opponents of the ITI model list the following major criticisms: 1) New Age ideas and
practices including yoga relaxation, visualization, and guided imagery leading to altered
states of consciousness; 2) Tribes, a cooperative learning model predominantly centered on
social (peer group) development rather than individual academic achievement; 3) academic
deficiencies traced to emphasis on exploration of the complex, random, chaotic "real world"
instead of concentrated on sequential, logical teaching of subject matter through textbooks;
4) controversial nature of certain themes (political, religious, paranormal, etc.) and over-
emphasis on themes; and 5) teaching methods and curriculum linked to questionable brain
research (i.e., Brain-Compatible Classroom).

The ITI model encompasses six main brain research theories:

(1) Triune Brain — Paul McLean's evolutionary theory of mankind's three separate brains
of varying ages. This is a key component and rationale for providing a stress-free
brain-compatible learning environment.

(2) Accelerated Learning — the speed up memory learning by teaching directly to the
subconscious mind derived from George Lozanov's Suggestology, which is based
upon research from yogis and psychics. The ITI model has all of the parts of this
type of Accelerated Learning — yoga relaxation, visualization, guided imagery and
special effects of music. Lozanov's method is also called SALT (Suggestive Accel-
erative Learning and Teaching [which supports Stanford's Henry Levin's Accelerated

340

Schools efforts]) and Integrative Learning.

(3) Left Brain/Right Brain Thinking — a theory to develop the intuitive side of the right
brain by accessing the subconscious mind. There is no consensus in the research to
support this theory. Although some scientists have claimed to validate the roles of
the left/right brain hemispheres, others would disagree. "We don't have one shred
of evidence that something as high-level as creativity could be allocated to one side
of the brain or the other, " says Levy (professor of biopsychology at the University
of Chicago) . "Attempts to apply what is known about hemispheric differences to the
enhancement of learning are premature.... That was the conclusion of the fourteen-
member panel of researchers from the National Academy of Sciences that recently
completed a broad view of 'brain asymmetry'" (The Omni Wholemind Newsletter,
Vol. 1, No. 4, March 1988).

(4) The Seven Intelligences — redefines intelligence to include music, dance, sports,
etc. Howard Gardner, departing from traditional education, theorizes that humans
have seven intelligences that are associated with brain locations. They are logical-
mathematical, linguisitic, spatial, bodily-kinesthetic, musical, intrapersonal, and
interpersonal. Gardner labels what has been traditionally called a human talent
as an intelligence. Parents should have grave concerns about labeling a student's
personal beliefs and his/her interaction with others as intelligences, because the
state can then do the developing and assessing of them. This is one of the dangers
of Outcome-Based Education since the learner outcomes often include the student's
attitudes and beliefs.

(5) Personality Types/Learning Styles — Pedersen refers to the importance of learning
styles. One of the methods of identifying/teaching to learning styles used in Indiana
as well as many other states is the 4MAT system of instruction developed by Bernice
McCarthy. 4MAT is based on theories from education, psychology, neurology and
management. The system includes four types of learners: Imaginative, Analytic,
Common Sense and Dynamic. McCarthy teaches to the learning style of the student
with left/right mode techniques.

(6) Brain-Compatible Learning, a phrase coined by Leslie Hart, author of Human Brain
and Human Learning. Hart believes humans learn best from the rich, random,
chaotic "real world" instead of concentrated, sequential, logical teaching of subject
matter through textbooks.

Replacing traditional teaching methods with occult techniques that teach directly to
the subconscious mind opens the door to possible mind control (brainwashing) . It appears
that some education reformers think children can learn better in this hypnotic state which
allows all material into the mind. Children can then absorb any agenda the school (state)
wishes to teach without the brain discriminating the validity of the material.

Authors' Update (recent developments since this article was written):

Howard Gardner has now expanded to eight and a half intelligences by adding naturalist
and half of spiritual.

The following recent publications show that educators continue to misapply the brain
theory and research that even the scientific community still disputes:

A Celebration of Neurons: An Educator's Guide to the Human Brain by Robert Sylwester is
published by the Association for Supervision and Curriculum Development (ASCD) in 1995
as a major guide for educators. Sylwester notes that educators must not make the mistake
of left/right brain books, workshops and curriculum that often went far beyond the research
findings. He sees misinformed or uninformed people making major policy decisions for

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341

educators. However, he maintains that application of this research is an important step for
educators even though the applications are not clear, the issues are complex, and educators
generally lack the scientific background to understand or build a curriculum utilizing the
research.

The Education Commission of the States has held 16 workshops in the last year on the impli-
cations that neuroscience may have for state policymakers who may be getting carried away
on brain research. ("Education Policymakers Embrace Brain Findings — Scientists Question
Rush to Apply Brain-Research Findings," by Linda Jacobson, Education Week, April 8, 1998)
[all emphases in original]

John Omicinski, Gannett News Service, wrote "Multiculturalism Is a Worthy Goal, but
America Still Needs Americans" which appeared in the Sunday, November 20, 1994 issue of
the Detroit News. Omicinski's article covered a speech by Librarian of Congress James Bil-
lington at the 75th anniversary of Georgetown University's School of Foreign Service. 43 A few
interesting excerpts from the article follow:

Will America lead the world into the 21st century? Not the way things are going, says
Librarian of Congress James Billington. [Not] in a country afflicted with a lazy, ill-defined
multiculturalism filling up with African Americans, Korean Americans, Japanese Americans,
he suggests. And his bottom line is simple: America doesn't work without Americans.

As a custodian of the library and its 105 million items, Billington is caretaker of the
world's largest depository of human culture. He also is one of Washington's sharpest minds,
an expert on Russian history as well as America's heritage, and an even rarer breed — a
straight talker.

The arsenal of information we command ought to qualify the United States as an
unchallenged cultural superpower, Billington says. But this imposing mother lode of words
isn't of much use if U.S. residents are too indolent, too self-satisfied, too culturally balkan-
ized to use it, he says....

Is America an idea or a nation?

The sharpening split between left and right makes that a cutting-edge question in the
current cultural wars. And Billington comes down on the side of nationhood largely because
America's good ideas don't much matter if there's no nation to push them.

Gathering the world's civilization to itself, the United States should be primed to set
a model for the world. But it isn't working that way, said Billington. A gaggle of voices — all
given equal weight in a society that may have forgotten its traditional values — has turned
America into a dizzy spin. "Unfortunately, we seem to have lost our national compass some-
where on the road to the next millenium," Billington said. "We are getting ever more lazy....
Many of our great institutions of higher learning seem to have become indifferent to — even
contemptuous of — their historic function of transmitting a basic understanding of their own
culture from one generation to the next.

"In place of the expanding, inclusive America, which adds without subtracting, the
ideological multiculturist would create a balkanized America and a continuous process of
subtraction from any sense of common tradition or shared values. . . . This kind of multicultur-
alism is the denial rather than the fulfillment of true pluralism, which in the great American
tradition assumes a variety of authentic and deep convictions rather than a. . . uniformity of
relativistic indifference. "

Billington sees a single language as the ultimate national glue. Though English is on

342

its way to dominating the world, America's left-wing elitist intellectuals say it shouldn't be
America's lingua franca. "In any country that endures, there must be a unum as well as a
pluribus," said Billington.
That's not all.

Billington says a national idea also requires a "clearer understanding than our educa-
tional system has often done in recent years of our durable constitutional system and public
institutions and of our distinctively Judeo-Christian roots.... The bridges to other cultures
will not be solid unless they begin with casements that are sunk deep into one's own native
ground."

Leaders of our governments, schools and universities have much to answer for, perhaps
even the death of the American nation. Billington's speech is another reason to demand
better from them, or show them the door.

Education Week of November 23, 1994 ran the article "Education, Religious Groups, Seek
Common Ground." Excerpts follow:

The leaders of several national education associations and conservative religious and citizens'
groups have been meeting behind the scenes in an effort to find common ground on school
reform and end their increasingly hostile debate.... An encouraging sign — and surprising
turnabout — in the debate between school-reform leaders and their conservative opponents
has been the recent partnership of William G. Spady, a leading advocate of outcomes-based
education, and Robert L. Simonds, the president of the Costa Mesa, California-based Citizens
for Excellence in Education, which says it has about 250,000 members nationwide. In many
ways, the two men represent polar opposites in the debate over the direction of schools. Yet
in recent months, they have made plans to sponsor jointly a non-profit National Center for
Reconciliation and Educational Reform at the University of Northern Colorado in Gruel....

In many areas, CEE-affiliated activists support a back-to-basics agenda, opposing whole
language instruction, open-ended assessments and teaching strategies that stray from the
drill-and-practice routine. But after building a constituency that has seen its job as fighting
against the tide, Mr. Simonds said, it is time to work with educators on better choices....
"We are not opposed to Bill Spady's theory of outcomes-based education. There are a lot of
good ideas in it," Mr. Simonds said.

In a letter dated December 12, 1994 from William Spady of the High Success Network
to Dr. Nancy Grasmick, Maryland state superintendent of schools, a copy of which was very
likely sent to the 49 other state school chiefs, Spady made the following statements:

With both the federal government and state bodies pushing harder than ever to improve the
focus and effectiveness of what happens at the local level, major educational reform seems
inevitable — except for one new factor: the open resistance by citizens' groups to a host of
"progressive" reform ideas and initiatives....

When we met in March, Dr. Simonds was a staunch opponent of virtually everything
I advocated in terms of outcomes-based educational change and restructuring. Today, to the
amazement of many educators and policy makers, he is in agreement with the basic com-
ponents and principles articulated in the enclosed document developed by Dr. Kit Marshall
and myself. More importantly, he and I have joined forces to form a National Center on

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343

Educational Reconciliation and Reform — an endeavor that colleagues across the country tell
us is badly needed....

We would be delighted to discuss the feasibility of working with you and your con-
stituents to bring this program to your state and to generate a broad base of support for
reconciliation and reform. This could be done either under the auspices of the Goals 2000
initiative or through other sponsorship.

Cottage Grove, Oregon's South Lane School District ploughs ahead as the nation's cer-
tificate in mastery pack leader. According to an article entitled "Cottage Grove Endures Trials,
Triumphs as It Tests New School Plan" in the December 13, 1994 issue of The Oregonian:

Parents are still fighting the changes. Students will mutter about being guinea pigs. Teach-
ers — even those who back the reforms — groan about the workload.

Last spring, Cottage Grove High School handed out the state's first certificates of ini-
tial mastery to 81 sophomores. The certificate, keystone in the 1991 reform act, is designed
to measure students on what they've learned and what they can do, as opposed to what
courses they have taken.

Much of the criticism arises from the way ninth-graders were thrust cold into the new
program two years ago. They worked on team projects that would be graded jointly, took
more responsibility for their own learning and developed portfolios of their classwork. And,
more significantly, they had to meet higher academic standards.

Timm Wagner, 16, failed to get his certificate last year because, he says, his teammates
on a group project didn't get their work done. "I don't like it," he says. "If I'm doing a job, I
should get fired if I do something wrong, not if somebody else does something wrong."

SCHOOL-TO-WORK PROGRAMS PROMOTED BY BUSINESS IS THE SUBJECT OF AN ARTICLE ENtitled

"Leading Business Executives Create Council to Promote S-T-W Programs" in the December
14, 1994 issue of Education Week. Some excerpts follow:

Some of the nation's leading corporate executives last week announced that they have formed
a group to promote business involvement in school-to-work programs.

Members of the National Employment Leadership Council will work with the U.S.
Education and Labor departments to implement school-to-work programs in their own
companies and encourage other firms to do the same. Whether many businesses take them
up on the offer could determine the prospects for work-based learning in the United States.
The new council provides the strongest signal to date that the private sector may be ready
to support such programs....

But the council stopped short of releasing numeric goals for how many firms it hopes
to recruit or how many training slots they would provide.... Jerome Grossman, the chair-
man and C.E.O. of the New England Medical Center, said the council hopes to set numeric
objectives within the next two months.

The council's staff is housed at the Institute for Educational Leadership, a non-profit
group based in Washington.

The following companies and C.E.O.'s are charter members of the council: Ford Mo-
tor Co., Alan Trotman; American Express Travel Related Services Co, Inc., Roger Ballou;
Atlanta Life Insurance Co., Jesse Hill, Jr.; BellSouth Corp., John Clendenin; Charles Schwab

344

Corp., Lawrence J. Stupski; Cybernet Systems Co., Heidi Jacobs; Eastman Kodak Co., George
Fisher; H.J. Russell & Co., Herman J. Russell; ImmunoGen, Inc., Mitchell Sayare; Manpower
Corporation, Mitchell Fromstein; McDonald's USA, Ed Rensi; New England Medical Center,
Jerome H.Grossman; Pacer Systems, Inc., John C. Rennie; Peavey Electronics Corp., Melia
Peavey; Phillips Display Components, Dr. Iva Wilson, president; Siemens Corporation, Albert
Hoser, president and C.E.O.; the Taubman Company, Al Taubman, chairman; Thom McAn
Shoe Company, Larry McVey, president; UNUM Corporation, James F. Orr, III, chairman and
C.E.O.; and Will-Burt Company, Harry Featherstone, chairman and C.E.O.

Wednesday, December 28, 1994 issue of The Wall Street Journal carried an ARticle under
its column Critical Thought entitled "Acclaimed Reforms of U.S. Education Are Popular but
Unproven — Ted Sizer's Methods Stress Reasoning over Rote: Gains Aren't Measurable — Am-
biguity and Faculty Battles." Sizer's Coalition of Essential Schools, considered by many to be
the centerpiece of national education reform, proves to be more workable in theory than in
practice. Some excerpts follow:

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345

In the crusade to revitalize high schools, no one has attracted more attention — or money —
than Theodore R. Sizer, professor of education at Brown University and creator of Essential
Schools. But as Dr. Sizer's adherents and donations pile up, so too does research challenging
the effectiveness of coalition schools. Five recent, little-publicized studies, including a five-
year research project sponsored by the coalition itself, suggest that Dr. Sizer's ideas may be
a lot more workable in theory than in practice. . . .

Not since John Dewey, whose writings shaped the 20th century U.S. curriculum, has
one person's philosophy taken hold in so many classrooms, educators say. More than $100
million has poured in from education foundations and donors such as AT&T, Exxon and
Citicorp. Anecdotal evidence from some coalition schools points to improved attendance
rates, lower dropout rates, better test scores or more students going to college.

But even coalition officials concede such evidence is spotty. They also haven't tried to
determine comprehensively whether coalition students are learning more, despite pressure
to do so from some benefactors. Grant Wiggins, the coalition's former research director, says
he remains unconvinced that coalition schools are better. "It has always been my sense that
it's not better. It's not worse; it's just different," explains Dr. Wiggins, who says he quit the
coalition in 1988 because of "a combination of burnout and frustration."

1995

The January 1, 1995 issue of Education Week carried an article by Robert C. Johnston
entitled "33 Religious Groups Join Riley in Seeking Greater Family Role in Schools." Some
excerpts follow:

Nearly three dozen religious leaders put aside theological differences to join Secretary of
Education Richard W. Riley in a holiday season declaration supporting involvement in edu-
cation....

...Mr. Riley added that religious leaders came to a "clear recognition" that the religious
community can play a "more active and positive role" in helping parents educate their
children.

Ms. Doyle said the department may follow up by working with the religious organiz-
ations to provide instructional materials for parents. The department also hopes to provide
an education guide for ministers as well as meeting space for future activities arranged by
the religious groups.

Asked about the political overtones of reaching out to church groups, Ms. Doyle said:
"The Secretary made it clear he was not asking them to stand with him and support all
(Clinton) Administration initiatives. This is about families."

[Ed. Note: Separation of church and state flies out the window when church communities
plan to join government, business, parents, and schools in helping all families participate in
their children's education, and especially when the U.S. Department of Education provides
religious organizations with instructional materials for parents!]

IN AN ARTICLE ENTITLED "RUSSIAN TEACHER REVIEWS WORK IN SAD 53" WHICH WAS published

in the January 12, 1995 issue of The Bangor (Maine) Daily News, Brenda Seekins explains all
too clearly the extent of cooperation between Russia and the U.S. in school-to-work (planned

346

economy) activities. According to Seekins's research these activities were not confined to ivory
tower musings, but had penetrated education at the local level. Some excerpts follow:

Pittsfield — Russian exchange teacher Tanya Koslova addressed the SAD 53 board of directors
Monday night to express her appreciation for the opportunity to work with the district and
Maine Central Institute [MCI — deeply involved with workforce training] .

She offered an overview of the work she had done in the district over the past four
months, spending two months with children in kindergarten through grade eight and the
balance of her time at MCI.

She particularly enjoyed students who participated in her Russian humanities class who
were "highly-motivated and eager students. "[MCI Headmaster] Cummings told the board
that MCI will be the recipient of the School-to-Work funding in conjunction with the Maine
Youth Apprenticeship Program.

The school could receive up to $8,000 to provide staff training to better integrate aca-
demics with the program provided by apprentices' worksites.

Machiavel Pedagogue ou le Ministere de la Reforme Psychologique [MachiavelUclti Ped-
agogy or the Ministry of Psychological Reform] by Pascal Bernardin (Editions Notre-Dame des
Graces: Paris, 1995) was published. This book deals with United Nations Educational, Scientific,
and Cultural Organization's (UNESCO) role in the transformation of education worldwide from
a system based on academic instruction to one in which the purpose is nothing but conditioning
for acceptance of world government (New World Order). Monsieur Bernardin discusses brain-
washing techniques such as cognitive dissonance and the group process, and is highly critical
of the role played by American and European behavioral psychologists in the transformation
of the world's schools from places of learning to mental health clinics for brainwashing. The
following are excerpts from this writer's translation from the French version:

The general philosophy of the pedagogical revolution is exposed, without detour, in the
publications of the international organizations (UNESCO, OECD, Council of Europe, Com-
mission of Bruxelles...)....

This pedagogical revolution attempts to impose an ethic for the creation of a new society
and to establish an intercultural society. The new ethic is nothing more than a remarkable
presentation of a communist Utopia. A study of the documents leaves no doubt, under cover
of ethics and behind a rhetoric and remarkable dialectic, of a communist ideology for which
only the presentation and the means of action have been modified.... Also it is no surprise
that the level of scholarship will continue to go down since the role of the school has been
redefined so that its principal mission is no longer intellectual but social formation. ...One no
longer gives students intellectual tools for liberation but imposes on them values, attitudes,
and behavior using psychological manipulation techniques.

Salem, Oregon's The Statesman Journal of February 4, 1995 carried an article entitled
"Service Learning Projects Match Students with Needs in the Salem-Keizer Community." Ex-
cerpts follow:

Service learning is a method through which students learn values, citizenship, and skills by

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347

performing a variety of community services. On any given school day, hundreds of Salem-
Keizer teens leave their classrooms to visit local businesses, nonprofit agencies and other
community organizations or activities.

The students aren't on field trips — they're visiting their service sites, where they perform
a variety of community service work, also referred to as "service learning." It is here that
students are learning the meaning of citizenship and service. They're also becoming more
aware of their role in the community.

"Service learning demonstrates the partnership between the school district and the
community. Students learn firsthand about the needs and issues of our community — the
homeless, the hungry, the elderly, and environment — while they work toward meeting those
needs," explains Pat Abeene, Volunteer Services coordinator for the district.

Abeene said service learning takes various forms. These range from the district's
Youth Community Service Program — in which high school students get [selective or elec-
tive] credit for community service — to individual school projects integrated into the regular
curriculum.

Other service sites offered through the program include the Boys and Girls Clubs, nursing
homes, the Humane Society, and Oregon state parks.... Another example of service learning
was the McNary Area Service Learning Project. The successful project teamed eight Keizer
schools in the collection of 6,000 recyclable milk jugs from area homes — a service currently
unavailable through Salem-Keizer disposal companies.

The following statements were published in 1995 in the Maryland State DEPARTment of

Education's MSDE Bulletin (Vol. 6, No. 3) entitled "Keeping You Current on Education Reform
in Maryland":

SEEKING COMMON GROUND ON SCHOOL REFORM

William Spady, a leading proponent of outcomes-based education, and Robert Simonds,
head of a Christian group that has led the fight against OBE, made a joint presentation before
the State Board in February to discuss their 10-months' dialogue of reconciliation....

Early in their discussions, which began at a meeting last March of the Association of
Supervision and Curriculum Development (ASCD) the two men agreed that the public schools
are essential to democracy and must be strengthened....

The two men have come to agreement on a set of components and principles for school
reform, which Spady calls the "High Success" model. They agree that specific reform alter-
natives should include the following components:

* Quality performance standards

* Future-focused planning

* Extensive community involvement

* Continuous improvement strategies

* Challenging learning experiences

* Advanced instructional processes

* Real-life learning assessments

Both men had praise for Maryland's reforms. Simonds said, "The Maryland Learning
Outcomes are what parents want."...

Several education associations (including the Association for Supervision and Cur-
riculum Development, the American Association of School Administrators, the National

348

School Boards Association, the National PTA) have joined with the Citizens for Excellence
in Education and other conservative groups to continue the search for common ground on
education.

[Ed. Note: Robert Simonds's co-option by the very groups responsible for at least thirty years
of failed, so-called "reform," is beyond this writer's comprehension. 44 ]

"Content of Our Kids' Tests Shouldn't Be Secret" by Margaret Sitte, columnist, ran in

the March 3, 1995 issue of The Bismarck (N.D.) Tribune. Excerpts follow:

In 1990 North Dakota eighth-graders scored highest in math on the National Assessment of
Educational Progress. Questions of psycho-analysis have surfaced, however, leaving many
parents to ask, "What exactly is the NAEP?" Senator Bob Stenehjem, R., Bismarck, thinks
it's time to find out, and he has introduced SB 2308 allowing parents the right to see it.

Anita Hoge, a Pennsylvania mother of three, listened intently one day in 1986 as her
ninth-grade son came home complaining, "Eve just taken the weirdest test in the world. It
was so hard. You couldn't answer the questions."

"The prospect of working most of my adult life depresses me. Check 'yes,' 'no,' or
'sometimes.' "

Being a concerned parent, Anita marched to school and demanded to see the test, the
Pennsylvania Educational Quality Assessment. She was refused. A feeling in the pit of her
stomach told her something was terribly wrong.

Anita called other parents, and together six women embarked on an extensive inves-
tigation that lasted several years.

Berit Kjos's Brave New Schools (Harvest House Publishers: Eugene, Ore., 1995), in dis-
cussing Anita Hoge's case, states:

Anita Hoge, a native of Pennsylvania, is no stranger to concerned parents or to the
educational establishment. While her story has encouraged thousands of parents across the
country, it has also brought anxiety to the change agents who hoped to conceal their strategies
until they accomplish their purpose. Anita's courageous search for answers to mystifying
school practices has given us a glimpse of an educational process designed to conform all
children to the new, politically correct version of "appropriate mental health."

Anita's journey will take you through a maze of white papers and technical documents
and expose the true nature of contemporary education: social engineering. It will give you an
inside look at the deceptive testing mechanism designed to measure the attitudes and values
of our children and make sure every student will demonstrate the pre-planned nonacademic
"outcomes." Unwilling to give up in the face of overwhelming opposition, Anita has become
a living demonstration of the hope that "one person can make a difference." (p. 206)

[Ed. Note: Anita Hoge filed a lawsuit against the U.S. Department of Education, the Pennsyl-
vania State Department of Education and others, using the federal Protection of Pupil Rights
Amendment. The outcome of her suit was delayed by the U.S. Department of Education's
tactics until the statute of limitations expired, thus its acknowledgment that her suit was le-
gitimate served only as a moral victory. The Pennsylvania Department of Education continued
to stonewall Mrs. Hoge's efforts to uncover the privacy-invading components of its statewide
assessment test, discontinuing its use for a time and later changing the name of the test— as

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349

good change agents are wont to do!

For further information, see the 1964 discussion of the origins of the NAEP; 1988 Na-
tional Citizens Alliance press conference at the National Press Club; 1998 Ohio Supreme
Court favorable decision in Steve Rea's challenge to the Ohio Department of Education; and
Appendix IV.]

The Bismarck (N.D.) Sunday Tribune carried an article entitled "Test Board Tackles
Secrecy Stigma" by Jeff Olson in the March 5, 1995 issue. Excerpts follow:

A Bismarck legislator's bill to let parents inspect a national student achievement test sent
the exam's governing board scrambling for a new public access policy.

New policy directives give parents a look at old test questions and demographic back-
ground questions, but maintain high security for National Assessment of Educational Progress
[NAEP] exam questions still in use. They were approved Friday in Washington.

Should Sen. Robert Stenehjem's bill become law, director of the NAEP, Archie LaPointe,
said it would mean the end of the exam in North Dakota. National test results wouldn't waver
because North Dakota students are a sliver of the nation-wide test sample. But LaPointe feared
copycat legislation could seriously disrupt NAEP operations in other Great Plains states.

National Assessment personnel came from the Educational Testing Service at Princ-
eton, N.J., a private company under contract to the federal government which sponsors the
NAEP. 45

ETS staff and governing board members from across the country said they were sur-
prised by Stenehjem's bill. North Dakota children have dominated state-by-state comparisons
in the NAEP.

But the 25-year-old program has been peppered with accusations that it amounts to
psychological testing, and is not the anonymous comparison of academic achievement as
prescribed by law. Parents are also upset that they can't have easy access to active test
questions.

"The NAEP just isn't worth it," said Stenehjem, a Republican who sponsored SB 2308.
"There is too much secrecy and there are too many intrusive background questions."

Parents from Pennsylvania, Nebraska, Iowa and other states have complained bitterly
about the NAEP for several years. But no one has scared the governing board with legis-
lation. Until now.

"Educators, Religious Groups Call School Truce — They Agree to Disagree on Hot Issues
of '90s" by Sally Streff Buzbee was published in the March 22, 1995 issue of The Atlanta Con-
stitution. What the article actually said is that the left and the right will meet at the middle
(common ground, or what Shirley McCune refers to as "the radical center"). This is an excel-
lent example of the Hegelian Dialectic at work. Some pertinent excerpts follow:

Arlington, Virginia — Educators and religious parents fighting a bitter "culture war" over
the future of America's public schools signed a pledge Tuesday to tone down their rhetoric
and cooperate for children's good....

... [T] he 1 7 groups, ranging from the conservative Christian Coalition to the liberal People
for the American Way, pledged to work to solve disputes before they become lawsuits and
to improve communication and respect each other's positions.

350

The agreement could influence debates likely in Congress this year over school vouch-
ers and school prayer. But the agreement will be aimed at solving disputes that have divided
communities in recent years.

"The statement is eagerly awaited," said Charles Haynes, a visiting scholar at The
Freedom Forum First Amendment Center. He brought the groups together with help from
the non-partisan Association for Supervision and Curriculum Development (ASCD) .

"People in Vista, California, and in many other communities have been saying "We
want it now,'" Haynes said. The Vista school district near San Diego has been fighting over
the teaching of evolution and creationism.

"This is going to give all these local districts something to look at, something to help
guide them." Haynes said.

"Several prominent groups, including the conservative Focus on the Family and the
liberal American Civil Liberties Union, did not sign the statement of principles," Haynes
noted.

"I don't think any of them are against it in theory, but thought it was vague," he

said.

In part, the agreement will clarify for local teachers, principals and parents what the
Supreme Court has ruled is allowable in public schools, such as the fact that religious groups
have equal access to school rooms for after-school meetings.

"Far too often, constitutionally protected religious liberties are being denied," said
Robert Simonds of Citizens for Excellence in Education.

The agreement basically says, "Public schools should not be hostile to religion," said
Education Secretary Richard Riley, who also signed it.

[Ed. Note: This writer questions the use of the word "non-partisan" when referring to ASCD,
since ASCD — a spin-off of the National Education Association — is not a political party. Also,
anyone who uses the ASCD to bring groups together on the issue of religion is behaving like
whomever put the wolf in charge of the henhouse. As far as the people in Vista, California
saying, "We want it now," what is it they want now? Why have they hung out the white flag
in the war courageous parents across the nation have been fighting since 1945 to hold the line
on the issue of "coming to common ground" on values?

Allowing religious groups to have equal access to school rooms for after-school meetings
is actually the "camel's nose under the tent" for state regulation of religious activities and the
introduction of all sorts of religions into the school's curriculum. Remember that Secretary
Riley said that "Public schools should not be hostile to religion" and even witchcraft is a state-
recognized religion.]

"Why the Education Department Must Go" by Gordon S. Jones, former under secretary of
education in Secretary T.H. Bell's department of education, was published in The Washington
Times on April 7, 1995. Jones said in part:

To put the matter in its starkest terms, state school superintendents like the Department of
Education because they are getting, on average nationwide, almost half of their funding and
staff courtesy of the federal taxpayer. The state of Michigan, for example, receives 77 percent
of its operating budget from the Department of Education; its counterpart in Iowa has 81
percent of its staff paid for by Uncle Sugar.

[Ed. Note: One of the primary reasons for abolishing the U.S. Department of Education is to

The Noxious Nineties : c. 1 995

351

cut down to size the bloated and dictatorial state departments of education which receive their
marching orders from Washington.]

The Sunday New York Times Magazine of April 30, 1995 published "Who'll Teach Kids
Right from Wrong? — The Character Education Movement Thinks the Answer Is the Schools" by
Roger Rosenblatt. This article describes very clearly the pros and cons of a very controversial
subject — the character education movement of the late 1980s and 1990s.

Rosenblatt devotes a good bit of space to Thomas Lickona, a developmental psychologist
and a professor of education at the State University of New York, who is an acknowledged
leader of the burgeoning character education movement. Lickona has recently established the
Center for the 4th and 5th R's (Respect and Responsibility) at State University of New York-
Cortland, which is becoming something of a national center for the study and development
of character education curricula.

In the New York Times article Rosenblatt said that

Character Education represents an effort to teach moral behavior to primary and secondary
school students in a time perceived to be morally rudderless and to be without such teaching
in local communities or in the home. Across the country, teachers are confronting children
with moral dilemmas and asking them to think and talk. The felt need for this kind of educa-
tion is so deep and widespread that it spurred a movement that has attracted as many former
activists of the 1960s — Lickona is one — as it has conservative thinkers and politicians of the
1980s. (Supporters include Barbara Jordan, Barbara Bush, Marian Wright Edelman, Jesse
Jackson, Tom Selleck and Nathan Glazer) ....

...Richard Baer, Jr., of Cornell University has found fault with the content of some
courses (bland pablum) and complained to Rosenblatt that there is no empirical evidence
that character education actually improves character. Baer's main concern is that the public
schools will become centers of a culture war between those on the the right who believe
that character education must incorporate religion and those on the left who do not want
religious teaching at all....

...Besides Lickona's center at Cortland, there is the Josephson Institute of Ethics in Los
Angeles which supports a Character Counts Coalition. Amitai Etzioni, a leader of the Com-
munitarian movement, has devoted the energy of his Communitarian Network to advance
the cause. Boston University has established the Center for the Advancement of Ethics and
Character specifically to develop character education. All this is in addition to the work of
individual schoolteachers and educators at the university level who are turning the idea that
values can be formally taught into a field of study — Kevin Ryan, Director of the Center for
the Advancement of Ethics and Character Education at Boston University; Kevin Walsh at the
University of Alabama; William Damon at Brown University, and others. Kevin Ryan says:
"We've had 10 years of talking about school reform. This issue is at the heart [emphasis in
original] of school reform." For Kevin Walsh, the ultimate purpose of character education is
nothing less than "to prepare the next generation to inherit society. "

Rosenblatt identifies the following states as being involved in implementing character
education: Mississippi, New Hampshire, New Jersey (the N.J. Dept. of Education has endorsed
a set of "core values" and set up a council to define commonly accepted values). He lists St.
Louis, Seattle, Chicago, San Antonio, and Frankfort, KY as cities and towns involved in char-
acter education and concludes by saying, "Classes in character education are held in rural and
suburban schools, like those around Lansing, N.Y, and in inner-city schools, like Theodore

352

Roosevelt High School in the Bronx."

In discussing the problems associated with character education, Rosenblatt asks what
happens when two moral rights collide? A teacher might well begin complicating things, talking
of exceptions and degrees, but a teacher also wants to avoid sliding into the moral relativism
that created the mess that character educators are trying to fix. Rosenblatt then reveals the
contradiction in Lickona's argument regarding moral relativism when he says, "Deciding to
do his [Lickona's] dissertation on children's moral thinking, he was drawn... to Lawrence
Kohlberg of Harvard, a major figure in the late 1960s on the subject of moral reasoning." The
reader is urged to review this book's 1975 entry which describes Kohlberg's "Ethical Issues in
Decision Making" for an understanding of the "moral relativism which created the mess that
character educators," including especially Lickona, are supposedly correcting.

[Ed. Note: Curriculum is not the answer. The hiring of competent teachers whose lifestyles are
exemplary and who exhibit civilized behavior (respectful, courteous, caring, loyal, etc.) is the
best and safest way for schools to encourage morality in our children. Such an atmosphere,
in combination with literature which helps students understand that moral behavior is some-
thing to emulate, not disdain, would do more than all the "character," "civics," "citizenship"
and "values education" being discussed by the carefully selected task forces representing all
degrees of political persuasion being set up to create the dialectic necessary to reach "common
ground" on consensus values.

A careful reading of Rosenblatt's article is recommended as the first step towards an un-
derstanding of the pitfalls Americans face as they enthusiastically join forces to solve problems
which clearly, short of violating the First Amendment, cannot be dealt with successfully in
the classroom.]

Looking Back, Thinking Ahead: American School Reform 1993-1995 was published by the

Hudson Institute's (Indianapolis, Ind.) Educational Excellence Network (Chester Finn, William
Bennett, Lamar Alexander, Diane Ravitch) in 1995. An excerpt follows:

The report decries the backlash against outcomes-based education.... Many state outcomes
are inappropriate... but... unfortunately, an awfully important baby [mastery learning] could
go down the drain with the OBE bath water, and the country could find itself returning to
an era when inputs, services, and intentions are the main gauge of educational quality and
performance.

[Ed. Note: This quote exposes the hypocrisy of those "opposing OBE"; they oppose the out-
comes, but not the Skinnerian method. As explained elsewhere, the outcomes can be changed
overnight, whereas once all teachers have been trained or retrained in Skinnerian mastery
learning, there can be no return to academic freedom for teachers or students.]

Committee for Economic Development (CED) 1995 yearbook entitled Putting LEARNing
First: Governing and Managing the Schools for High Achievement was published. This 60-page
report called for school choice, charter schools, and social services delivered through schools
or in collaboration with schools.

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353

The National Education Goals Panel Community Action Toolkit was developed and dis-
tributed by the U.S. Department of Education in 1995. The Toolkit was to be used for brain-
washing, coercing and coalescing communities into accepting Goals 2000, H.R. 6, school-to-
work, UNESCO's lifelong learning, etc. Toolkit instructions discussed how to deal with resisters.
Elected officials, governors, and others were involved in production and dissemination of this
300 + page "How To" Toolkit, which used Professor Ronald Havelock's The Change Agent's
Guide to Innovations in Education techniques to brainwash themselves and their constituents,
especially targeting the religious community. (See Appendix XIV.)

"The Shocking Beliefs behind Educational Strategic Planning" by Michael Jacques was

published in the August 1995 issue of The Interpreter. Jacques, a concerned parent from West
Allis, Wisconsin, has provided some very "hard-to-come-by" information regarding The Cam-
bridge Group, an international strategic planning center for education reform. Excerpts from
this informative article follow:

Strategic planning seems to be the driving force at the local level for Outcomes-Based Edu-
cation (OBE) /Goals 2000. Most school districts... have a facilitator trained by The Cambridge
Group, which is an international strategic planning center for education out of Montgomery,
Alabama. The Facilitator's Training Manual states under "The Urgency of Change" on p.
4:

Education must declare its magnanimous intent and omnipotent ability to serve as the
surrogate family.

"Strategic Planning" is defined:

Either no one can see or will acknowledge the fact that the real task of reformation
is the radical transformation — a re-creation — of every facet of the American education
system — its purpose and scope, its governance, its teaching and learning dynamics, its
curricula, its time and place — all with a new dedication to developing the original genius
in the mind of every student. This means a complete change of all education paradigms, of
definitions, of disciplines, of vocabularies — perhaps values. This is the meaning of reform.
And that is the meaning of strategic planning.... (p. 20)

The advent of this new age, and the discovery that human beings now have both
the capacity and the inclinations to re-create themselves in their own image according
to their own imaginations... specifically it has demanded a redefinition of the human be-
ing.... (p. 28)

Urgency of Change

Spiritual: once confined only to that thought to be religious and other worldly; forbid-
den in the world of practicality and reality; a relationship between someone and God or
something. Now, a realization of the pneumapsychosomatic nature of every person; the
practical reality of the human spirit when manifested in self-esteem, motivation, aesthetic
appreciation, manners and respect, as well as reverence; and a priori an ultimate rela-
tionship between people....

The fact is that all American institutions — the Constitution, the Bill of Rights, the
legislative and judicial branches of government, the education system, and other aspects
of the current established order — were predicated on a mono-cultural society. It will be
interesting to see how long the present systems can exist in a polyglot society, (p. 29)

Mr. Jacques ends his article by quoting from the Wisconsin Independent School Board As-

354

sociation: "Only the village idiot would consider letting the entire village in on the task of
raising his children. "

"The Language of OBE Reveals Its Limitations" by Gretchen Schwarz was PUBlished in the

September 1995 issue of Educational Leadership, Association for Supervision and Curriculum
Development's (ASCD) journal. Ms. Schwarz is assistant professor of curriculum and instruc-
tion at Oklahoma State University, Stillwater, Oklahoma. Excerpts from Schwarz's refreshingly
objective critique of OBE follow:

In contrast, the language of Outcome-Based Education (OBE) seems limiting and dehu-
manizing. Many educators not associated with the Religious Right are highly critical of OBE,
as am I, but for different reasons.... In response to the March 1994 issue of Educational
Leadership, which portrayed OBE in a positive light, I would like to consider the language of
OBE as revealed in Choosing Outcomes of Significance by William Spady. Individual words
and phrases jump out at me as a reader. Following are terms that Spady used frequently and
that particularly troubled me... "outcomes, generalizable, Discrete Content Skills, microforms
of learning, Structured Task Performances, components in a larger block of curriculum, com-
petence, mental processing, performance enablers, execution, Higher-Order Competencies,
technical and strategic Life Performance Roles."...

Such mechanistic, instrumentalist language has a constraining effect on me as a reader,
just as OBE has a constraining effect on school reform. This list reads like the terminology
of the CEO or the social engineer — very much in the management-oriented, positivist-be-
haviorist tradition....

...With OBE, outside experts prescribe what is best for students and teachers, who re-
main essentially voiceless. Uniform outcomes are designed and implemented in a curriculum
that reduces thinking to mental processing....

All the bottom-line language reminds the reader of the boardroom. Of course, Spady's
High Success Network is a business. But children are neither customers nor products, and
a school is not a business....

OBE language is the scientistic, industrial language of Tyler and Skinner as documented
by Callahan (1962) in Education and the Cult of Efficiency. Ultimately, the language of OBE
is controlling, narrow, mechanistic, and finally, impoverished. Our students and teachers
deserve more than OBE has to offer.

[Ed. Note: Professor Schwarz's comment that OBE "reduces thinking to mental processing" calls
to mind the Thomas Kelly quote: "The brain should be used for processing, not storage."]

A Reaffirmation of Faith in Maine's Public Schools, edited by Margaret L. Stubbs, Ph.D.
of the Maine Department of Education in Augusta, Maine, was published in 1995. This docu-
ment revealed the extraordinary thrust towards a partnership between religious institutions
and the public schools. Reaffirmation of Faith also describes the socialist (planned economy)
nature of workforce training in Maine. Excerpts follow:

Religious and spiritual institutions have the responsibility to cultivate within their organiz-
ations the values they hope will guide their constituents' lives in a changing world that offers
not only opportunity and beauty but also great danger, and in so doing have a complementary
role to play as community participants in systemic school change....

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355

Before hiring a student, even for part-time work, review each student's work portfolio;
the portfolio should contain vital information as to the student's school attendance record,
achievement and assessment, sample writings, letter of recommendation, etc....

...Two-year degree programs in regional Vocational/Technical Centers for public high
school graduates.... Courses would be based on an assessment of the work needs of the
region. The particular courses would "sunset" once the needs of the area were fulfilled and
new courses for the associate degree would be offered to fulfill new assessed needs for the
area.

[Ed. Note: The last two sentences regarding "assessment of the work needs of the region" and
courses "sunsetting" once the needs of the area were fulfilled show that Maine has adopted
the same system described by Professor Eugene Boyce when he said in communist countries
education is "directly tied to jobs.... They do not educate people for jobs that do not exist. No
such direct controlled relationships between education and jobs exists in democratic coun-
tries" (see 1983 Eugene Boyce entry). Suppose your child wants to take a course that has
"sunsetted"? Will he/she have to leave the state in search of such a course, or be deprived of
the opportunity?]

H.R. 1617 or The CAREERS Act (Consolidated and Reformed Education, EMPLOYment, and
Rehabilitation Systems Act) passed the U.S. House of Representatives in September of 1995.
The law calls for four consolidated job training programs to replace formerly existing programs:
youth development and career preparation; adult training; adult education and literacy; and
vocational rehabilitation. This legislation was based on school-to-work legislation passed in
1994. Four block grants for job training were tied together at state and local levels to form one
cohesive system organized around a single plan submitted to the federal government.

Under this plan states would develop one-stop delivery systems, business-led unelected
local workforce boards, and voucher programs to allow them to maintain "top-notch state-
of-the-art job training programs." State legislatures would be bypassed and money would be
driven to states and communities (in most cases 80% funding is spent locally). H.R. 1617
gave enormous power to state governors and removed the power of local school boards to
determine what is best for their students. Labor market information systems, funded by the
federal government to increase availability of information provided to those who need addi-
tional job training, would be strengthened.

To promote accountability, The CAREERS Act set up a system of goals and performance
indicators to ensure that states, communities, service providers, and "clients" are all focused
on results. The Act consolidated or eliminated more than 150 program authorities. This legis-
lation fulfilled requirements outlined in Marc Tucker's letter to Hillary Clinton following the
November 1992 election. H.R. 1617 represented a radical change in America's free economic
system. (See Appendix XV.)

IN 1995 REPORTS OF OUTCOME-BASED EDUCATION FAILURES CONTINUED TO SURFACE: CHICagO, Il-
linois; Johnson City, New York; Utah OBE Project; Kentucky; Pasco, Washington; California;
Rochester, New York (Carnegie National Alliance for Education and Economy — Marc Tucker/
David Hornbeck pilots) ; Cottage Grove, Oregon (first high school in nation to issue the Certificate
of Initial Mastery, which originated and is copyrighted by Marc Tucker's Center for Education

356

and the Economy); Ted Sizer's Coalition of Essential Schools (funded by Carnegie's Education
Commission of the States and multi-millionaire Walter Annenberg); inner cities — most of which
used Mastery Learning — especially Washington, D.C.; and Secretary of Education Riley's home
state of South Carolina (lowest test scores in the nation). These failures and troubling conse-
quences were reported in major newspapers, magazines and education-related journals.

[Ed. Note: The writer predicts that once schools have been manipulated into substituting non-
competitive criterion-referenced testing for competitive norm-referenced testing, the dismal
test score scenario will be a thing of the past, as a result of the proposed "quality" teach-to-the
test measures of educational achievement being put in place. Then, all parents can plaster
their cars with "My Child Is an Honor Student" bumper stickers.]

Tri-Cities Foundation for Academic Excellence (TFAE) of Pasco, Washington issued a press
release in 1995 entitled "Survey of Former Pasco, Washington Teachers Gives Outcomes-Based
Education Insights" which read as follows:

In 1988 the Pasco School District piloted OBE and has since been used as an OBE role
model for education reform across Washington State and the nation. During the 1992-93
and 1993-94 school years, the Pasco School District lost more than one hundred teachers.
Tri-Cities Foundation for Academic Excellence (TFAE) surveyed these former teachers to
obtain their insights on the OBE program and establish whether or not the OBE philosophy
and the manner in which it was implemented were influential factors in their leaving the
District. Are teachers currently being coerced or forced to leave the Pasco School District if
they are not using the Outcomes-Based Instructional Model? The following results represent
responses from teachers in a district used as a model for Washington state's now-mandated
Outcomes-Based Education and OBE across the nation:

• 68% responded children did not benefit from Outcomes-Based Education;

• 86% responded Outcomes-Based Education divided teachers and created polarized
camps;

• 27% stated that they were asked to leave if they didn't agree with Outcomes-Based
Education.

The survey was designed for complete confidentiality and anonymity. 46

[Ed. Note: Barbara McFarlin-Kosiec, Ph.D. in Educational Leadership, a veteran teacher in
the Pasco School District, has filed suit against the district due to its non-renewal of her con-
tract. The non-renewal was based on the vice-principal's opinion that she failed to use the
instructional process of OBE in the classroom. Ms. Kosiec's suit is based upon her belief that
her constitutional rights have been violated; i.e., in order to continue teaching in the district
she was required to go along with an alien philosophy and to hold certain politically correct
attitudes and beliefs. 47 ]

National Issues in Education: Goals 2000 and School-to-Work edited by John F. Jen-
nings, general counsel for education for the Committee on Education and Labor of the U.S.
House of Representatives (Phi Delta Kappa: Bloomington, Ind., and Institute for Educational

The Noxious Nineties : c. 1 995

357

Leadership: Washington, D.C., 1995) was published. 48 The following are comments by Mr.
Jennings which reveal some heretofore closely guarded secrets related to the roots of Goals
2000 and The School-to-Work Opportunities Act:

Now there is a measure of national agreement that there should be voluntary national stan-
dards.... All the major education organizations, all the major business groups, the nation's
governors, the current Democratic president, and the former Republican president have all
advocated this concept. The purpose of this book is to explain why and how this agreement
came about by focusing on two major legislative initiatives of the Clinton Administration:
the Goals 2000 Act and the School-to-Work Opportunities Act. The Clinton initiatives are
rooted in the Bush legislation and in the summit conference held by President Bush with
the nation's governors in Charlottesville, Virginia, in 1989, in which then-Governor Clinton
took part. At that event the governors and the President agreed on the concept of national
goals for education, the first ever to be devised.

While previously there had been some acceptance of the idea that the federal government
had a role in dealing with special needs children and with certain problems in education,
there had not been agreement in this century that the national government had a legitimate
concern about the general state of education. And, it is important to point out, the governors
did not universally endorse the idea of expanding the influence of the federal government
in education. Some — probably most — hoped that some new way could be found to raise the
issue of education to a level of national awareness without relying on such past practices
as federal grants. The tension created by trying to find this new way permeated the debate
that took place during the next five years.

President Bush complemented his meeting with the governors by sending to Congress
legislation that he believed would reform education. That bill contained a number of small-
scale programs seeking to change a few schools and practices. The Democratic House and
Senate reluctantly passed a version of Bush's bill. However, very conservative Republican
senators subsequently filibustered the final bill; and the initial Bush school reform initiative
died in 1990.

In 1991 Lamar Alexander was appointed secretary of education by President Bush, and
he substantially revised the bill that the Senate had killed the year before. Alexander, work-
ing with Chester Finn and others who were familiar with the work of British Prime Minister
Margaret Thatcher in enacting a national curriculum in England and Wales, convinced Bush
to endorse the idea of national standards for education.

[Ed. Note: Of interest here is that the National Assessment of Educational Progress (NAEP)
had been working on assessment for many years, dating back at least to 1980, with Clare
Burstall of Wales, U.K.]

The internationalization of education, with its exchanges of data systems, curricula,
methods, technology, teachers, etc., is essential for the implementation of the international
socialist management and control system being put in place right now. A fascinating book
entitled Union Now: The Proposal for Inter-Democracy — Federal Union (shorter version) by
Clarence Streit (Harper Brothers Publishers: New York and London, 1941) described plans
for the reunification of the United States and England, the first stage of which is presently
being expanded to include the European Community and former (?) communist countries in
Eastern Europe.

Our nation's replication of the English education system, as proposed by Lamar Alexander
and Chester Finn, coincides with the proclaimed desire of Andrew Carnegie in 1886 to "create
two nations out of one people" (return the United States to the "mother" country— England) .

358

Carnegie's corporation of the same name and all of its subsidiaries have been the principal
organizations in charge of American education. Through funding of the most important entities
controlling American education — the Educational Testing Service, the National Assessment of
Educational Progress, the Education Commission of the States — and through its most important
exchanges with the "former" Soviet Union, Carnegie's power, influence, and point of view have
been strongly felt throughout this century. Lenin would be pleased indeed with the accom-
plishements of the Carnegie Corporation in promoting what Lenin referred to as international
socialism through the creation of individual regions and later through the amalgamation of
those regions into an international socialist system; i.e., one world government.

The following quote from Andrew Carnegie's Triumphant Democracy or Fifty Years' March
of the Republic (Charles Scribners Sons: New York, 1886) is thought provoking:

Time may dispel many pleasing illusions and destroy many noble dreams, but it shall never
shake my belief that the wound caused by the wholly un-looked for and undesired separation
of the mother from her child is not to bleed forever. Let men say what they will, therefore, I
say, that as surely as the sun in the heavens once shone upon Britain and America united,
so surely is it one morning to rise, shine upon, and greet again the reunited state, the Brit-
ish-American union.

Jennings's revelations from National Issues in Education continue below:

The governors and the President had agreed on national goals for education in 1989, but
they had not proposed national standards for education. Therefore, Bush's second reform
plan moved national involvement in education to a more advanced stage....

A Republican president proposing such national standards in education was the edu-
cation policymaking equivalent to the reshaping of foreign policy when President Nixon went
to China. Richard Nixon had made a career out of attacking Communism and calling liberals
sympathizers of that ideology; and then he — not a liberal — opened the doors to "Red" China,
the same doors that he had spent 25 years locking.

[Ed. Note: It was also under Nixon's watch that the National Institute of Education was created
and it was he who carved the nation into ten regions, facilitating the change in our constitutional
governance from a constitutional republic to a participatory democracy— through the regional
government process necessary for world government. The late Senator Edmund Muskie (D.-
Maine), referred to as "Mr. Metro" by those opposed to regional government, said Nixon had
accomplished what several democratic administrations had been unable to accomplish!]

Jennings continued his fascinating account as follows:

Democratic Presidents Kennedy and Johnson had proposed a major expansion of federal aid
to education in the 1960s and had achieved the enactment of historic legislation that created
the current array of federal programs. But they were dogged along the way by criticism from
conservatives who asserted that the liberals were really trying to nationalize education. Now,
25 years later, it was a self-proclaimed conservative Republican, not a liberal Democrat, who
was advocating a monumental movement away from local control of education.

Despite the importance of the second Bush legislation, it ran into the same problem
as the first. A Democratic Congress reluctantly passed the bill in the House and the Senate,
but the conference report again was filibustered by very conservative Republican senators
who were not as impressed as were Bush, Alexander, and Finn with the accomplishments

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359

of Margaret Thatcher in establishing a national curriculum.

[Ed. Note: The writer would like to repeat the quote from Theodore Dalrymple (pen name for
Dr. Anthony Daniels), the British physician who wrote for The Wall Street Journal in 1988 the
following observations concerning the deplorable condition of the English education system
which Bush, Alexander and Finn wished to emulate:

In eight years in medical practice in an English slum (in which lives incidentally a fifth of
a population of the industrial English city where I work) I have met only one teen-ager of
hundreds I have asked who knew when World War II was fought. The others thought it took
place in the 1900s or the 1970s, and lasted up to 30 years.]

National Issues in Education also includes a chapter by U.S. Secretary of Education
Richard W. Riley. Riley provides two delicious morsels regarding the "bipartisan" atmosphere
surrounding the birthing of Goals 2000 and the School-to-Work Opportunities Act:

The National Goals Panel was actively opposed by Congress which felt no ownership and
resented the non-voting status of Congressional members.... (p. 5)

. . .Truth was the reform movement at the national level had no statutory basis. Even ten
years after the report A Nation at Risk, there had been little federal response. The National
Education Goals, three years after their announcement, had no legal standing of any kind. No
federal initiative, no funding or flexibility had been enacted to provide states, communities,
or schools with the assistance they needed to reach these important goals. Most troubling
of all, as attractive as the goals were, as important as they were, as essential as they were,
in the final analysis they represented nothing more than a political agreement between a
former President and the nation's governors. We decided to take the seeds of interest we had
inherited and transform them into a national movement — a movement in which states and
local districts with a clear vision of where they wanted to go could count on the American
people and the federal government as partners in the journey. Thus the Goals 2000 — Educate
America Act was conceived, (p. 6)

[Ed. Note: The reader by this time recognizes the fact that the American people did not buy
into Goals 2000/ School-to-Work, that the government was compelled to use its change agent
manual — the bag of tricks in the Community Action Toolkit — to implement the restructuring
and get key legislation passed. (See Appendix XIV.)

In December of 1995 the following information was excerpted from United States In-
formation Agency internet sources and put into summary form by education researcher and
writer Joan Masters of Bowie, Maryland:

December 3, 1995: Madrid, Spain— U.S. President Bill Clinton, president of the European Com-
mission Jacques Santer, and Prime Minister of Spain Felipe Gonzalez, who is also president
of the European Union's Council of Ministers, formally endorse a New Transatlantic Agenda
(NTA). The NTA would enable the two sides, the US and the EU, to join forces to deal with a
wide range of international, political and economic issues. The New Agenda's "joint action"
has some one hundred "initiatives" aimed at achieving four broad objectives:

1 . Promoting peace, development and democracy around the world;

2. Responding to global challenges;

360

3. Contributing to the expansion of world trade; and

4. Building bridges across the Atlantic.

With little or no national debate the United States is committed to become the Eu-
ropean Union's "partner" in solving most of the world's problems. Only the enlargement
of NATO receives wide coverage. (On September 9, 1997, 133 of the United States' "leading
foreign policy experts and statesmen" signed the New Atlantic Initiative Statement on NATO
enlargement. These signers cover a broad range of America's well-known nationalists and
internationalists. John O'Sullivan, editor of William F. Buckley's "conservative" journal
National Review, resigned his position to become founder and co-chairman of the New
Atlantic Initiative.)

December 21, 1995: Washington, D.C.— Dr. Joseph Duffey, Director of the United States
Information Agency (USIA) and Mr. Jeronimo Saavedra Acevedo, minister of science and
education of Spain, signed an agreement between the United States of America (U.S.) and
the European Community (EC) establishing a cooperation programme in higher education
and vocational education and training. This agreement is in keeping with the fourth NTA
objective — "Building bridges across the Atlantic" — and establishes a "formal basis for the
conduct of cooperative activities in higher education and vocational education and train-
ing." The annex of this seven page Agreement reveals that the US/EC will form a consortia
to support education institutions and vocational training establishments undertaking joint
projects. Each consortium will be supported by seed funding and will mutually agree upon
eligible subject areas. Activities eligible for support may include: frameworks for student
mobility, including work placement; structured exchanges of students, teachers, trainers,
and administrators; joint development of innovative curricula; and transatlantic coopera-
tion. Among other things too numerous to mention here, the joint consortia projects will be
made available for the use of "a wider audience. " No longer called citizens, the Agreement
acknowledges "the crucial contributions of education and training for the development of
human resources capable of participating in the global knowledge-based economy." [em-
phasis in original]

By 1996 grants were already being given to US colleges and universities for such projects
as: "Global Dimensions in Health Care;" "Atlas" — a project for environmental management;
and "US/EU Export Development Program," a feature of which is the use of student mobility,
"not just for academic purposes, but also as part of an export development program designed
to facilitate more transatlantic trade for local business and industry." Another very interestingly
named project, given out to seven different American institutions, is called "Work World
2000: An International Strategy for School-to- Work Transitions." Using simulations of both
American and European workplaces and company models, students will learn the structures
of international business and follow up with transatlantic exchanges and internships.

December 1995: Brussels, Belgium — Representatives from the nations of the European Union
release their study group report called Accomplishing Europe through Education and Training.
For Americans to understand the inherent dangers of throwing in our lot with the social-
istic states of Europe, especially in the field of education, this report needs to be studied in
depth. It's no secret that some conservatives in the U.S. believe that a European education
is far superior to what has been offered in our public education system in the last thirty
years. And this may be right, at least academically. On the other hand, there are those who
believe many of the "innovations" we are plagued with, such as sex education, originated
in Europe, especially in England. One European group doing studies on "multi-media" mate-
rials complains that most of the educational software in the EU comes from the US. So, it is
difficult to know for certain which continent created the propaganda horrors inflicted on our
children today in the classrooms of our respective countries. But whatever the truth, much

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361

as the Soviet Union once tried to create the "Soviet Man," the European Union study group
report is laying out a plan to develop the "European Union Citizen."

The report reminds its readers of the history of pagan times and the great philosophers
of Greece, then recalls Europe's Christian roots, implying that the Union of Europe's ancient
nations has now begun a new age; education of the Union's children must change to ac-
commodate this modern era of globalisation and dissemination of information technologies.
For Americans, who cut their milk teeth on the ideals of independence and freedom, and
the belief that anyone who works hard can overcome anything, even class, one sentence is
particularly chilling. The report says, "Trends in work/employment practices and the emer-
gence of a learning society will be even more instrumental in defining everyone's place,
as a function of skills and knowledge built up throughout life. " But with all the talk of the
information society and "life-long learning," these European educators predict that "ever-
increasing ecological pressures will prompt a radical re-think of our model of economic
growth with increasing emphasis on 'sustainability.'" This contradictory vision of economic
growth and environmental sustainability may yet be the un-doing of the New World Order
on both sides of the Atlantic.

1996

The Chicago Tribune of February 14, 1996 carried the article "School Plan Skips over
the Basics." Some excerpts follow:

Yet for all their specifics, school leaders said Tuesday that they will not spell out many details
on how they will implement their version of direct instruction, a back-to-basics instructional
approach that has won national acclaim for improving student achievement at other inner
city schools....

Chicago school officials were so impressed with the approach, which uses scripted
lessons delivered in a rapid-fire manner, that a contingent of them flew last year to Houston
to see how direct instruction helped one of the schools post some of the highest test scores
in Texas.... But for now, Chicago school leaders said they need more time to "customize"
direct instruction to fit the local needs....

"The educational plan is a big plan, and it's comprehensive," said Paul Villas, chief
executive officer of the schools. "We've looked at a lot of solutions and direct instruction is
just one of them."... DeChico maintained that they remained enthusiastic about the direct
instruction approach....

One other top school official indicated that the early draft of the education plan included
only a few lines about it. The reason, according to the source, was because of complaints,
particularly from local teachers, that the approach is too time-consuming and stunts teacher
creativity... The administrator suggested that school leaders may have been swayed by
teacher complaints that direct instruction requires too much of teachers, who would have
to study the scripted lessons nightly for the next day. . . .

Villas said that by June, school leaders will be ready to trot out details on how they
will use direct instruction.

[Ed. Note: Where are the norm-referenced test scores that prove student achievement in in-
ner city schools? Or, has enough time passed (16 years) that the change agents can count on
parents and teachers having such short memories that they have forgotten that 18,000 inner
city students dropped out of high school due to the same "rat lab" Chicago Mastery Learning

362

experiment to which they were subjected between 1968 and 1981?]

The Chicago tribune ran the article "City Schools Dropping Iowa Skills Tests" on March
7, 1996. An excerpt follows:

The new test would assess whether students have mastered what they have been taught....
One potentially contentious issue remains: direct instruction, a strategy aimed at forcing
low-achieving schools to accept a curriculum based on scripted lessons and recitation....
"I can't imagine that the majority of the teachers in our school would at all be willing to
implement direct instruction," said Julie Wopestehoff, Executive Director of Parents United
for Responsible Education.

An untitled article appeared in The Chicago Sun Times on March 8, 1996. An excerpt
follows:

Determined to show that all Chicago public school students can succeed, DePaul University
is waiting for the stroke of Governor Edgar's pen to kick off plans for its own charter
school.... "These children can learn at the same rate as the children of Ph.D.'s.... We have
a list of things we can choose from. There's direct instruction, whole language, team learn-
ing, cooperative learning," said Barbara Sizemore, Dean of DePaul University's College of
Education, Chicago.

[Ed. Note: Well, well. This quote stripped the Empress and her change agent associates of
whatever clothing they had left — which wasn't much due to this type of "bait and switch"
technique having been used on parents over and over again. Create the problem; parents
scream; impose a solution they would never have accepted in the first place; parents gratefully
accept it, not knowing the only difference between the solution and what they had before is
a new label.

Some parents understood the manipulative mastery learning method. This writer has
boxes full of letters from teachers, doctors, and parents in Texas, Ohio, Arizona, Indiana, etc.,
deploring the serious negative effects of mastery learning — sickness and stress. But when the
change agents substituted the "direct instruction" label for the failed "mastery learning" label,
how could parents be expected to recognize the deceit?

Actually, it does take some kind of nerve to propose a solution which only fourteen years
earlier had been discredited as a failure in Chicago, and which has put Chicago, Washington,
D.C., and South Carolina at the bottom of the heap as far as test scores go. If one checked all
the other inner city schools that have used this Skinnerian method, one would find only minor
differences between their low test scores and those of the three mentioned above.

Dean Sizemore was telling parents and teachers something — something very important.
She was obviously very proud of the menu being offered to the naive charter school parents
and children in Chicago — the menu to be offered to all schools in the nation. The implement-
ation of site-based management (unelected, hand-picked councils) would assure approval of
Sizemore's controversial outcome-based education which consisted of cooperative learning
and Engelmann's direct instruction/DISTAR/SRA/mastery learning in conjunction with lit-
erature-based whole language instruction, etc.— a delicious concoction to be sure, guaranteed

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363

to further dumb down our children.

Parents, Direct Instruction is not back-to-basics (teacher-directed instruction of content,
with the teacher teaching in the front of the classroom) . It is fast-forward into the world of
global workforce training, where the teacher will be in front of the classroom chanting, not
instructing; your children will be expected to "perform" like rats or pigeons, not learn aca-
demic content.

Parents want teachers to teach content which their child can relate to other parts of
his/her life for complete understanding; they want their child to be able to make connections
between what he/she learns and past knowledge, to be used in the future. Chanting back what
a teacher chants is not learning — it is training. There can be no transfer of knowledge when
bits and pieces of information which relate to nothing are all the "robots" can repeat. Parents
don't want teachers to be controllers or directors, and they surely don't want their children to
be passive learners chanting back answers like parrots, mimicking what a teacher says. Such
training considers your child as nothing but a raw resource to be prepared and molded as a
product. Traditional education, which allows for give and take between teacher and student
(creativity) is the last thing in which the corporate/education elite is interested.

This new type of education (training), in conjunction with mandatory community ser-
vice, workforce preparation starting in elementary school, mandatory uniforms for America's
school children, new school board policies regarding fighting in school which will allow the
police to come to the school and drag your children into holding tanks for further prosecution,
etc., sends chills down the back of this writer. It brings to mind the ugliness of a recent era in
history which many seem to have forgotten.]

In-service teacher training was held in Chicago, Indianapolis, and Minneapolis during
the first part of May in 1996. The flyer advertising these events stated the following:

NATIONAL EDUCATION INSTITUTE PRESENTS

Using Research-Based Teaching Techniques to Increase Student Learning:
Or How to Teach Anyone Anything

PROGRAM AGENDA:

The three key parts of direct instruction; discover the major and minor differences between
direct instruction and traditional teaching methods.

National consultant, teacher and trainer Adrienne Allen conducted the training sessions.

[Ed. Note: This flyer was received from a homeschool mom who said the "research-based"
training was for homeschoolers. The above quote presents a very different picture from that
being circulated throughout the nation which describes direct instruction as a "traditional"
teaching method.]

"DUMBED-DOWN SATS DISGUISE DEFICIENCIES — THE FAULT, DEAR EDUCATOR, IS NOT IN Our Tests,"

by George C. Roche, president of Hillsdale College in Hillsdale, Michigan, was published in
the July 5, 1996 issue of Human Events. Dr. Roche's article underscores the success of the
internationalist change agents' relentless efforts to dumb down our children and, in turn, our

364

nation. The following excerpts are most enlightening:

"SAT Scores Rise Strongly after Test Is Overhauled" read a Wall Street Journal headline.
The continuation of the article carried the title "SAT Scores Post Strong Increase." Good
news?

Hardly. The "higher" scores came from a "dumbed-down" test. Students now have
an extra half hour to complete the "new" Scholastic Aptitude Test. They now use electronic
calculators and answer fewer questions in general and fewer multiple-choice math questions
in particular. Reading passages now ask definitions from context. And the difficult antonym
section (involving knowledge of words that are opposite in meaning) , calling for linguistic
and intellectual subtleties long lost, has been dropped entirely.

...Here's the College Board's rationale for the changes: "Students taking the SAT in the
1990s are substantially different from those who took the test in the 1940s when the scale
was created. Continuing to force-fit their scores to a scale established for a very different
group of students reduces the interpretive value of the score within the population for the
sake of slavish consistency to the original scale and comparisons over time. "

They'd like you to be persuaded by exaggerations like "force-fit" and "slavish" and
breeze past their statement that today's students are "substantially different" from those who
took the test in 1940. I'd like you to be persuaded that the College Board just admitted that the
educational system's "substantially different" students are really "substantially deficient."

...The history standards of the government's new Goals 2000 program, drenched in
political correctness, highlight America's admitted faults and leave out much that is positive.
OBE students going through the Goals 2000 program wouldn't have much of a chance with
the older, tougher SAT test, but the easier version, plus the "recentering" changes now in
place will help disguise actual deficiencies.

Putting an artificially higher number on actually lower academic performance only
highlights the problems facing American education. You can fiddle with the figures forever,
but as long as education "professionals" refuse to be honest with our citizens, matters can
only get worse.

[Ed. Note: Not only did Dr. Roche vent his frustration with the new SAT, The New York Times,
in an article entitled "Defining Literacy Downward" in its August 28, 1996 issue, stated: "The
S.A.T. turns poor performance into a new norm."]

Diana M. Fessler, a duly-elected member of the Ohio State Board of Education, wrote
"An Open Letter to Governor Voinovich and Members of the General Assembly" on August 5,
1996. That there are still elected officials who take seriously their duties to represent their con-
stituents and not government officials in a state department of education is cause for rejoicing.
Excerpts from this important and illuminating letter, which gives a first-hand account of the
ridiculous tax-supported antics required by the bureaucracy to create "group think," follow:

This letter will not engender the good will of my colleagues on the State Board of
Education (SBE) , but I value good government more than camaraderie. Three problems ex-
ist: using public money for questionable activities, discussing crucial issues at locations not
convenient for the public, and attempting to squelch First Amendment rights. SBE retreats
have been hotbeds for these misdeeds.

During the August '94 retreat, members were blindfolded and collectively tied up with
rope, reportedly, to identify members with leadership skills.

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365

The January '95 retreat was my first after being elected. Stated goals were priority setting
and "team building." Dividing us into two groups, the facilitators gave each person five or
six cardboard puzzle pieces from different puzzles. They instructed us not to speak, point, or
otherwise show that we needed certain pieces from one another in our group. We had thirty
minutes to finish our individual puzzles. I finished the task in two or three minutes and then
struggled to remain silent, yet, after looking at the pictures from the previous retreat, I spoke
out against spending public dollars on games. A facilitator tried to shush me. Unintimidated,
I urged our group to help the other one so we could go on with business. Our group was
admonished for breaking the rules. Puzzling rules, if the mission was team building.

Loath to attend the five-day January '96 retreat, I went because committee minutes
showed a request for the code of ethics from another state's appointed board. My antenna up,
I was not surprised when the facilitator asked us to list attitudes and behaviors we expected
of one another. Terms like respect, tolerance, team work, and speaking with one voice were
used. I asked if we were creating a code of ethics and the answer was yes. I reasoned that
an appointed or volunteer board might need a code of ethics if they do not use some form
of parliamentary procudure, but, for the SBE, such a code would be superfluous. We have
each sworn an oath to support the Constitution and obey the law, and our meetings are
governed by parliamentary law. The issue was dropped, temporarily.

More game-playing. Approaching from opposite sides at the same time, each team
was instructed to cross a large mat that was divided into squares and to avoid the squares
that had embedded beepers. A beep signaled the person to retrace his steps and the team to
start over. Observing from the sideline, I could not stand the foolishness any longer. I broke
the rules by putting paper on the non-beeping squares to mark the path. As I watched two
adult bodies share a space big enough for two shoes, not four, I wondered what this had to
do with public education or public policy debate. After dinner, some board members were
roped together.

Days later, the code of ethics issue resurfaced when a member raised the noxious idea
that we should "speak with one voice." Most members seem to believe that once the Board
adopts a resolution, all members must support it, regardless of its merit or lack thereof,
because it is the will of the majority. As an elected official, it is my responsibility to speak
on the behalf of those who elected me — not to be an echo of the Board. Accordingly, even if
all other members vote yes and I cast the only no vote on matters of substance, I cannot
promote that to which I am opposed, nor do I feel any obligation to remain silent.

The discussion of speaking with one voice included the absurd notion that the Ohio
Department of Education's (ODE) 500-plus employees (the bureaucracy) and the nineteen-
member State Board of Education are just one big happy family — blurring the distinction
between the two and minimizing SBE's authority to direct the ODE. No one except me
seemed to reject this fallacy.

Speaking with one voice also included the notion that members should not attend
legislative hearings or otherwise influence legislation, but should reserve those activities
for ODE staff. The concern was that a legislator or the press might regard a member, not as
a citizen, but (forbid the thought) , as a member of the SBE and therefore might take heed
to any comments or concerns! Nevertheless, members are encouraged to support majority
opinion, under the supervision of ODE personnel. I immediately reacted by saying that the
SBE cannot make policies that violate the Constitution. Agitated, the same member who
raised the issue asked me, "Why not?" Incredulous that an American in public service
would need to ask such a question, I explained that I will not surrender my rights of free
speech and association. The ODE attorney remained silent throughout this heated exchange
although another member suggested that such a policy could be a public relations problem.
We adjourned.

366

"Parents Turn to Tutors: Rebellion against Whole Language" by Rosalind Rossi and Sha-
ron Cotliar was published in The Chicago Sun-Times on August 12, 1996. Excerpts follow:

Jean Iovino, owner of eight Sylvan Learning Centers in the suburbs, said the number of
beginning readers in her centers has skyrocketed in the last five years.... Many parents sug-
gest that the shift from phonics to the "whole language" philosophy of reading instruction
is behind the drop in scores.... "Our business has increased 20 percent a year every year for
the past four years, " said Vickie Glazar, spokeswoman for Maryland-based Sylvan Learning
Systems.

[Ed. Note: Sylvan Learning Centers use mastery learning/direct instruction. The Reading
Excellence Act of 1998 (H.R. 2614) contains the legally questionable call for the use of Sylvan
Learning Centers: "Tutorial service providers might include public agencies, non-profit private
organizations, and profit-seeking private business firms (e.g., Sylvan Learning Centers)."]

"A Guide to Competing Teaching Methods" by Rosalind Rossi was published in The Chicago
Sun-Times on August 12, 1996. A portion of "A Guide" follows:

Direct Instruction: A method of instruction in which the teacher directs lessons in carefully
sequenced steps. In one of its most conservative forms, developed by Siegfried Engelmann
of the University of Oregon, teachers use textbooks with child-tested scripts to teach phonics
in small steps, and children repeat back words, or give answers as a group in fast-paced,
rhythmic, "choral chants." Often includes heavy use of workbooks. Complaints about direct
instruction: The Engelmann method, used alone, has been accused of turning teachers into
robots, of robbing children of the joy of reading real books at an early age and of empha-
sizing sound over meaning.

Dr Shirley McCune, project director for the Mid-Continent Regional EDUCAtional Labo-
ratory (McREL) wrote The Light Shall Set You Free (Athena Publishing, Alpha Connections: Santa
Fe, New Mexico, 1996), in which she revealed her theological connections with New Age guru
Alice Bailey. Excerpts from McCune's book underscore the fact that the U.S. taxpayer is pay-
ing the salaries of social engineers with bizarre beliefs who are wreaking havoc in curriculum
development and organizational restructuring of the nation's schools. Excerpts follow:

Those who journey into the Light will move with us in the ethers to live in the Fifth
Dimension and above. Those who choose to stay in the lower vibrations will be provided
for accordingly also. The Earth will be cleansed in the next decade for the purification must
be complete.... The way to the Light is to increase your vibratory frequency... This point of
Light stimulates each breath we take.... The Light is within.... This tremendous source of
power can be accessed only by going within the mind's eye and by listening to the silence....
This path requires a whole new curriculum and set of guidelines to describe our existence....
The Light is within us always, silently waiting to be discovered, to show us the way back to
our divinity. . . . Each individual is actually a co-creator with the Divine. . . . The date for entry
into the Fifth Dimension is scheduled for the year 2012, says Kuthum [An alleged "ascended
master" who supposedly transmitted his ideas to Madame Blavatsky, founder of the Theo-
sophical Society and author of The Secret Doctrine and Isis Unveiled, ed.]....

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367

...We are entering the Age of Aquarius.... The goal for all of humanity who will enter
the new millenium is to become androgynous.... Educational systems, businesses, political
structures, and governments all built on self-serving principles, for example, are crumbling,
only to be re-born through tremendous pain into higher forms. Thus, we are witnessing "the
end of the world" and we do not even recognize what we see. Standing on the threshold
of the Aquarian Age. . . we can align our bodies and our behaviors to create harmony and
consistency with the God within us.

"Understanding Outcome-Based Education," an article written by Jerry L. HADdock,
Ed.D., regional director for Southern California/Southern Nevada and director of curriculum
for the Association of Christian Schools International (ACSI), and Sharon R. Berry, Ph.D., a
director of curriculum of ACSI, was published in 1996 and circulated throughout the ACSI
network of Christian schools. 49 Excerpts follow:

MASTERY LEARNING

Developed from Skinnerian psychology, Mastery Learning proposes that students should
be taught until they have learned a subject no matter how long it takes. Believing that all
learning could be broken into minute, successive steps of behavior, thousands of objectives
for each subject area were published in voluminous books. The difference in Outcome-Based
Education is a specification of a smaller number of more general outcomes. For example,
there are 36 outcomes specified for graduation in the Littleton, Colorado project....

On the last page of the article— as a part of a larger category entitled "Where Do We
Stand?" — under the title "Mastery Learning" the authors assert:

This [mastery] is also an important part of the Christian school. No, not in the sense that
secular OBE proponents advocate, but with a Christ-honoring emphasis. One that says every
student is important enough to have an appropriate instructional program and a teacher who
is sensitive enough to do what is necessary to ensure that the student masters curriculum at
his/her ability level. The distinction here is that we should not require all students to learn
at the same rate. God has given each of us different talents and abilities. To the best of our
ability we ensure that students achieve basic standards, with all students being challenged
to reach their potential. As Dr. Bruce Wilkinson, author of "The 7 Laws of the Learner," has
emphasized, "If a student hasn't learned, the teacher hasn't taught."

[Ed. Note: It is difficult to understand ACSI's support for a method of teaching which is
clearly based on Darwin's theory of evolution (that man is an animal), which uses Skinnerian
stimulus-response-stimulus operant conditioning. How can Christian educators and parents
oppose the teaching of evolution at school board meetings across the country and then return
to their homes/schools the next day and use a method of teaching/learning which is based
on the evolutionist theory which they oppose? Personally, this writer does not agree with Dr.
Wilkinson's statement concerning the student and teacher. Sometimes, no matter how well a
teacher may teach, the student may not be interested in learning. 50 ]

Anita Hoge devised and distributed widely "Five Magic Questions Enable Parents to Debate
the Issues" in 1996 as a tool for parents' groups to use in testimony before state legislatures

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and local school boards. The text of the pamphlet follows in its entirety.

FIVE MAGIC QUESTIONS ENABLE PARENTS TO DEBATE THE ISSUES

Education regulations or laws state which standards or outcomes your child needs to
meet to graduate. Many of the outcomes are vague and subjective. Look at the verbs. This
shows why these outcomes are impossible to measure objectively. An example under a cat-
egory like "Citizenship" states, "All students will negotiate and cooperate with others." The
Five Magic Questions parents can use to win the debate when outcomes reflect subjective
or vague areas are:

1 . How do you measure that outcome? If an outcome states that "all children must have
ethical judgment, honesty, or integrity," what exactly is going to be measured? How
do you measure a bias in a child in order for him to graduate? Must children be
diagnosed? Will they be graded by observation or pencil or paper tests? How will
performance or behavior be addressed?

2. How is that outcome scored or what is the standard? What behavior is "Appropriate"
and to what degree? For example, how much self-esteem is too much or not enough
to graduate? Can government score the attitudes and values of its citizens?

3. Who decides what that standard will be? The state has extended their mandated
graduation requirements or exit outcomes down to the individual child. This bypasses
all local autonomy. What about locally elected school directors? Will they become
obsolete? Are we talking about a state or government diploma?

4. How will my child be remediated? What are you going to do to my children to change
them from here to there in their attitudes and values in order to graduate? How do
you remediate ethical judgment, decision-making, interpersonal skills, environmental
attitudes? What techniques will be used? What risks are involved? What justification
does the state have to change my children's attitudes?

5. What if parent and state disagree on the standard or how it is measured in the
classroom? Who has the ultimate authority over the child? What about privacy? Can
parents opt out of a graduation requirement of the state?

All children must meet the same fixed standard of "future citizen" or not graduate, go
to college, or get a job. Your child is human capital. This is why the state wants control of
the graduation requirement — and that is why local school boards must create policy to stop
the state from exerting power over elected officials. Ask this question: Do you want equity
in opportunity, or do you want equity in standards?

American Family Association Law Center in Tupelo, Mississippi issued a press release on
September 13, 1996 which read in part:

On behalf of concerned parents, students and school board members in two Oregon school
districts, the American Family Association Law Center and National Legal Foundation teamed
up to file a lawsuit in federal district court today challenging Oregon's statewide education
reforms adopted in conjunction with Goals 2000.

The momentous lawsuit alleges three claims of constitutional violations by the Oregon
State Board of Education, Superintendent of Public Instruction and two school districts,
resulting from Oregon's adoption and implementation of the radical transformational ideas

The Noxious Nineties : c. 1 996

369

embodied in the Oregon Education Act for the Twenty-first Century. The forty-two page
complaint alleges that Oregon has adopted reforms that dispense with aspects of traditional
education and, in their place, mandate "outcomes" that become the only absolutes tolerated
by the statewide educational system.

The Complaint further alleges that the Oregon reforms formally abandon any belief in
absolutes or facts in a traditional sense, and, in their place, decree feelings, attitudes, and
beliefs approved by the government. According to AFA Law Center Senior Trial Attorney
Stephen M. Crampton, "The imposition of government-approved attitude and beliefs flies
squarely in the face of the First Amendment. It was Thomas Jefferson who said that God
created the mind free and it is, therefore, not subject to force or coercion by government.
Apparently, the Oregon educational establishment is unfamiliar with Jefferson or the First
Amendment. What is going on [in Oregon] is nothing short of slavery of the mind." 51

[Ed. Note: Hats off to the concerned parents and citizens of Oregon! Although the Oregon
lawsuit was not successful— the negative decision by the court is being appealed— it provided
a case study of what could be done in all fifty states, since all states have the same problems
due to Goals 2000 mandates. Many New Standards Project (NSP — Tucker's National Center
for Education and the Economy program which leads to Certificate of Initial Mastery) states
must comply with NSP requirements which totally remove any local control or significant
input. The Oregon lawsuit, in this writer's opinion, would have been more significant and
have had a better chance of succeeding had it included as its major concern the role of the
federally funded Northwest Regional Educational Laboratory in developing the NWREL Goals
Collection as the delivery system for the dehumanizing mastery learning/ direct instruction
method required by OBE and Goals 2000.]

A PAPER ENTITLED "A REPORT ON THE WORK TOWARD NATIONAL STANDARDS, ASSESSmentS and

Certificates" was prepared for the Ohio State Board of Education in 1996 by Diana M. Fessler,
elected board member. This superb report was submitted under cover of a Letter of Transmittal,
excerpts of which follow:

The National Center on Education and the Economy is an organization dedicated to
the development of a unified system of education and employment. The National Center's
vision is to create a national human resources development system, interwoven with a new
approach to governing. This report is a summary of the National Center's agenda that is,
by design and intent, applicable to all states, and it is now being implemented in many of
them.

As you are well aware, the "Standards for Ohio Schools: Coming Together to Build a
Future Where Every Child Counts" document is coming up for a vote in the near future. It is
riddled with continuous improvement, professional development, diminished authority for
local school boards, school performance standards, a call to "organize" programs according
to labor market needs, a provision for worksite-based learning opportunities; all of which
dovetail nicely with the NCEE agenda....

There is no doubt that H.R. 1617 (known as the Consolidated and Reformed Education,
Employment, and Rehabilitation Systems Act or CAREERS) , and the Senate version of the
same bill, S. 143 {The Workforce Development Act of 1 995) , are extensions of the 1 994 School-
to-Work Act. They represent the culmination of the NCEE's effort to get Congress to impose
"The System" on all Americans. However, federal control is not needed to put "The System"
in place in every state. The only thing that is needed is the federal money that will become

370

available as the result of the legislation being passed. As an aside, although a very important
one, the proposed legislation would have sent the money to the office of the governor, by-
passing the General Assembly.

On September 27, 1996, the NCEE plan was temporarily halted from being incorporated
into federal law when the CAREERS bill was defeated in Conference Committee. Undoubtedly,
the bills will be re-introduced in 1997. Nevertheless, much of the plan can be, and is being,
implemented under existing laws, regulations, and/or waivers. Unless something is done to
stop it, the NCEE agenda will continue to be implemented, albeit on a less expansive scale,
to the detriment of our children and grandchildren.

In the September 1996 issue of Vitality an article entitled "Education: Why the 'Dumbing
Down' in the Schools?" by Rep. Henry Hyde, chairman of the Republican Platform Committee,
was published. Congressman Hyde, in an excellent critique of Goals 2000, School-to-Work and
CAREERS legislation, asserted:

This concept has been around since at least the 1960s and perhaps as far back as the 1930s. It
has been tried in many schools over the last 20-30 years, to the detriment of our children. In
the 70s, it was called "Mastery Learning" under the supervision of Professor Benjamin Bloom,
and now it is known as "Outcomes-Based Education" (OBE). State school superintendents
have learned to call OBE by other names because of its bad reputation which precedes it,
but the concepts are all the same.

[Ed. Note: Representative Henry Hyde seems to be one of the few congressmen who under-
stands the "method." This writer wonders if he is aware of the fact that the Chicago schools
are using the method under the label "direct instruction" — and that Chicago schools have
signed an education agreement with Russia?]

In the School Watch column of the Atlanta Constitution the topic of the day for Oc-
tober 14, 1996 was "Teaching Politics." Excerpts follow:

Teachers are finding innovative ways to interest students in becoming well-informed voters.
Many teachers form a seating chart based on alphabetic order, but Linda Morrison uses another
method. In her current issues class at North Cobb High School, liberals sit on the left side of
the room and conservatives sit — where else? — on the right. Morrison's technique is one of
many methods teachers are using to educate students on electoral and political processes.

"When you combine what we do in here with their American government class, it
makes everything a lot more interesting for the students," said Morrison, a former Cobb
County Teacher of the Year.

At the beginning of the year, Morrison gives her class a political orientation test, which
charts how conservative or liberal a student is on several issues. The more liberal your views,
the farther to the left of the room you sit. Those with moderate views sit closer to the middle,
and conservatives sit on the right.

"Our main textbook is Newsweek," Morrison said. "Whatever the current issues are,
we discuss them. All I usually do is referee."

The Noxious Nineties : c. 1997

371

October 21, 1996 The New York Times published an article entitled "Carnegie Foundation
Selects a New Leader," Lee Shulman, Ph.D. For further information about the "new leader" the
reader should re-read the 1968 entry on "Learning and Instruction... Chicago Mastery Learn-
ing" in which the behavioral psychologist Lee Shulman was deeply involved.

1997

On January 25, 1997 the first plenary session of the National Commission on Civic Re-
newal was held. Funded by the Pew Charitable Trusts, the Commission operates out of the
Institute for Philosophy and Public Policy, a research center at the University of Maryland at
College Park. One common theme running through the numerous reports produced in 1998 as
a result of the Commission's study of the "deplorable" lack of citizen involvement, crying out
for partnerships, etc., was that elected officials are no longer able to meaningfully contribute
to the decision-making process when seeking answers to societal problems.

Those chosen to promote political and social "action" in our "needy" communities
came from all political persuasions — a clever technique which made the Commission seem
all-embracing and allows for public ownership of the projects selected for implementation
and encouragement. When one had Ernesto Cortes, Jr. of the Industrial Areas Foundation
representing the political left and former Secretary of Education William Bennett represent-
ing the political right — which is increasingly controlled by "neoconservatives" — it was not
unreasonable to expect that discussions would result in reaching "common ground" politics
of the "radical center;" which is an abandonment of principle by both the right and the left.
A list of high profile Americans involved in the National Commission on Civic Renewal will
be included at the end of this entry.

Why is the National Commission on Civic Renewal being created at this time? The Com-
mission says that:

In spite of recent improvement in the economy, both experts and ordinary citizens have
become increasingly troubled about what they see as a decline in the strength of our social
fabric and in the quality of our civil and civic life. Basic institutions at the family and neigh-
borhood level have come under intense pressure; voting and other forms of community
and political participation have declined; Americans' trust in large institutions and in one
another has plunged. The Commission will seek to address these ills: by gathering and as-
sessing information and advice from a wide range of voices; by inventorying, studying, and
highlighting promising civic organizations and initiatives around the country; and by offering
specific recommendations for improving our civic and civil life.

Statistics published in a 1982 National Center for Citizen Involvement report quoting
from a 1981 issue of The National Volunteer stated that 44% of Americans work as volunteers
outside of an organization — "doing their own thing," so to speak — not the volunteerism the
elite involved in commissions similar to the National Commission on Civic Renewal are in-
terested in promoting.

The writer will wager that the above-referenced "ordinary" citizens were not consulted
on this elitist project. "Ordinary" citizens are too involved in trying to make a living, "meeting
the payroll," and being part of that "44%" to find time to be herded around by change agent
planners, participating in projects which more often than not do not significantly affect the

372

lives of those most in need. If the reader feels that the writer of this book is going overboard
with her use of the word "elite," hold onto your seat while we make an ascent into the rooftop
conference room of a Washington, D.C. club where one of the meetings held by the Com-
mission took place. Hear ye! Hear ye! Theda Skocpol, professor of government and sociology
at Harvard University, is about to give testimony before the Commission:

My research on the past and present of U.S. civic engagement suggests that this Commission
should look upward, not downward, [all emphases in original] Too much money in politics,
too great a reliance on staff-led groups, too much top-down manipulation — and far too few
incentives for leaders to organize or engage in dialogue with actual groups of fellow citizens
across the nation — these are Americans' sense of disconnection from shared civic life. You
won't find the answers you seek in purely local groups, or among the less privileged. You
must look to America's powerful and best-educated elites — to folks like all of us sitting in
this room. What is [it] that we [businesspeople], professors, foundation heads, think tank
impresarios, and religious and political leaders are doing that we should not be doing? Equally
pertinent, what new things should we elites do? America's best educated, wealthiest, and
most powerful leaders are the ones who are failing our fellow citizens — because we have
withdrawn from the group settings in which we would have daily chances to work with,
and discuss the nation's concerns, with most of our fellow citizens.

The writer has an answer for Ms. Skocpol: stop trying to social engineer "the locals" into
accepting solutions which "the locals" never asked for and probably would not want if they
were informed of the real purpose of the so-called "solutions." Skocpol refers to the activities
of "tax-exempt foundation heads and think tank impresarios." She would be wise to remain
silent on that score, considering the severe damage done by those very entities to the preser-
vation of freedom in our nation. The Commission seems to have made a big mistake publishing
Skocpol's paper. Its condescending, elitist tone surely will not help to get their project off the
ground— perhaps that is best for all of us.

Excerpts from The Final Report of the National Commission on Civic Renewal: A Nation
of Spectators — How Civic Disengagement Weakens America and What We Can Do about It
(1998) follow:

Defining the Challenge of Civic Renewal.

In America we do not depend on kings, clerics, or aristocrats, or (for that matter) on tech-
nocratic elites or self-appointed leaders to serve as the "vanguard" for the rest of us. [This
is a strange comment in light of the makeup and conclusions of the Commission and its
expert consultants, ed.]...

We believe that the capacity for democratic citizenship must be nurtured in institu-
tions such as families, neighborhoods, schools, faith communities, local governments, and
political movements — and therefore, that our democracy must attend carefully to the health
of these institutions. ...

We believe that building democracy means individuals, voluntary associations, private
markets, and the public sector working together — not locked in battle.

[Ed. Note: First, the writer thought that the United States was a constitutional republic, not a
democracy. Secondly, again we find the reference to the public sector and the private having
to join together; i.e., partnerships, which the reader should recognize as corporate fascism/
socialism. This is the first time the writer has been informed that the above-mentioned groups

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373

have been "locked in battle." The next thing we will hear is that in order for "democracy" to
flower, a la Red China, we must all participate in sensitivity training/conflict resolution/en-
counter group sessions similar to the Ohio State Board of Education retreat described by Ohio
State Board member Diana Fessler (see August 5, 1996 entry).]

We believe that democracy means not only discussing our differences, but also under-
taking concrete projects with our fellow citizens to achieve common goals.... (p. 7-8)

A New Movement.

New organizations are refocusing the attention of families, schools, and communities on the
formation of civic character....

...But we believe that the current level of mistrust [of government and large insti-
tutions, ed.] is inconsistent with civic health. Americans cannot love their country if they
have contempt for its government.... (p. 10-11)

Meeting the Challenge of Civic Renewal.

The goals of civic renewal are straightforward: to strengthen the institutions that help form
the knowledge, skills, and virtues citizens need for active engagement in civic life; to remove
the impediments to civic engagement wherever they exist; and to multiply the arenas for
meaningful and effective civic action.... (p. 12)

Individuals.

We therefore challenge every citizen to become an active member of at least one association
dealing with matters of local neighborhood, church, or community concern. [Is this a chal-
lenge to the "44%" who cannot presently be tracked and controlled in their "civic and
volunteer" service? ed.]...

Families.

It means sweeping away impediments to adoption. It means dramatically reforming foster
care and establishing a national norm that no child should spend more than one birthday
without a permanent home in a stable, loving family. It means a massive new partnership
among the public, private, and voluntary sectors to provide adult mentors for one million
young people now languishing on waiting lists across our land.

[Ed. Note: "A national norm"? Who keeps track and evaluates? Who decides what is a "stable,
loving family"? "Massive new partnership"? "Adult mentors for one million young people...
on waiting lists"? What waiting lists? To be adopted, to have a mentor? These partnerships
mean that government will coordinate the activities of the private and voluntary sectors to ac-
complish enforceable standards in the area of family life. The Commission also acknowledged
that a healthy mistrust of government is essential for a "democracy." This writer believes it
to be essential for the preservation of freedom as well. Perhaps what our nation needs is an
even higher level of citizen mistrust which would result in more people going to the polls to
vote out rascals.]

Neighborhoods.

Every neighborhood should assume responsibility for matters of significant local concern,
emphasizing areas where neighbors can do meaningful civic work together. For example:
neighborhood crime watches; cleaning, repairing, and patrolling public parks; escort services
for students walking from home to school in the morning and back in the afternoon.... (p.

374

13)

. . .We applaud the efforts of organizations such as the National Civic League, the Center
for Democracy and Citizenship, the Civic Practices Network, the Center for Living Democracy,
the Pew Partnership for Civic Change, and [Heritage Foundation's] Policy Review: The Journal
of American Citizenship to identify promising community-based empowerment efforts, to
make this information available to communities searching for usable models, and to weave
together local activities into a wider community-based movement for civic renewal.

Schools.

First, we add our voices to others — such as the Communitarian Network, the Character
Counts! Coalition, the Character Education Partnership, and the Center for Civic Education — in
support of a far greater emphasis on civic and character education. We believe that our
schools should foster the knowledge, skills, and virtues our young people need to become
good democratic citizens....

While the National Commission has not reached agreement on mandatory community
service for high school students, we are impressed with the ways in which well-designed
community work carefully linked to classroom reflection can enhance the civic education of
students. ... Every state should require all students to demonstrate mastery of basic civic in-
formation and concepts as a condition of high school graduation. [Citizenship, OBE-style]

In addition to their role in forming civic competence and character, we believe that the
overall performance of our schools has important effects on our civic condition. To cite but
one example: students consigned to failing schools are far less likely to achieve full partici-
pation in civic life. Free citizens must be educated. For this reason, we offer some proposals
to improve teaching and learning....

...Despite the political and substantive difficulties, the federal government should spur
the development of a voluntary national testing system with high standards and make it
available for adoption (or adaptation) by states and localities, (p. 15)

The federal government, states, and localities should cooperate to increase parental
choice through such measures as open enrollment and public school choice within districts
(and even beyond) . Within five years, every state should enact meaningful charter school
legislation, and the federal government should dramatically increase its support for charter
schools, (pp. 14-16)

Note: While the National Commission has focused its report and recommendations on
areas of substantial agreement, we note an important area of ongoing disagreement among
us.

Some members of the National Commission advocate public support for parental
choice broadened to include private and religious schools, especially for low-income stu-
dents now trapped in failing systems. These members believe that wider choice will enhance
educational opportunity and accountability, improve quality, help get parents more involved
in their children's schooling and catalyze civic engagement. They consider school choice
to be a crucial and necessary step toward civic renewal and self-government.

Other Commission members believe that public schools have been, and continue
to be, vital meeting grounds in which future citizens learn to respect and work with one
another across their differences. These members fear that choice widened beyond the
bounds of public schools could diminish support for public education, further fragment
our society, and weaken our democracy.

We were not able to resolve these differences. (Not surprisingly, our nation's rep-
resentatives have not yet reached common ground, either.) But we do agree on the civic
standards and principles that should be employed in public deliberation on school choice,
and we call for continued civil dialogue on this question.

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375

Faith-based Institutions.

Faith-based institutions should take full advantage of new opportunities under federal law
to receive public support for activities such as job search programs, "second chance" homes
for unmarried teen parents, child care, and drug treatment, while maintaining their religious
character. The federal government should broaden this new partnership with faith-based
institutions to cover the maximum feasible range of social services....

The federal government should revise the tax code to increase incentives for charitable
contributions and to recognize the charitable efforts of all Americans, including poor and
low-income families. . . .

Individual faith-based institutions should band together into community-wide coalitions
to achieve important civic objectives....

...We call for the mobilization of public, foundation, and corporate support for new
ventures, such as John Dilulio's Jeremiah Project, which will help gather credible data about
the effectiveness of faith-based activities, mobilize resources, and direct them to promising
faith-based programs.

[Ed. Note: This is the most frightening "partnership" proposal of all. When the government
"partners" with another entity, it is always the government who sets the standard — and en-
forces it. While there may be worthwhile efforts that many churches in a community can agree
upon and work together to accomplish, again, this should be decided on the local level by the
churches involved without any coordination by any other entity to satisfy its goals and aims.
Gathering "credible data" about "faith-based activities" so that resources can be directed to
"promising faith-based programs" is exactly what the writer was referring to earlier when she
cautioned the reader about partnering churches or "faith-based institutions" with the govern-
ment.]

The following high profile individuals are involved in the National Commission on Civic Re-
newal project:

• Co-Chairman William Bennett, former U.S. Secretary of Education, and co-director of
Empower America, an organization dedicated to promoting "conservative" principles
and ideas. Secretary of Education Bennett funded the American Institute for Character
Education/Thomas Jefferson Research Center's very controversial, no right/no wrong
answers character education program based on Abraham Mazlow's Hierarchy of Needs
and Self-Actualization. When confronted with information concerning the U.S. -Soviet
education agreements signed during his tenure, Bennett said, "I'm not in that loop."

• Co-Chairman Sam Nunn, former U.S. Senator from Georgia, was deeply involved in
the passage of National Service legislation to lay the groundwork for a nationwide
"civilian service corps" by offering generous higher education benefits in exchange for
one or two years of public volunteer service. Though Nunn served as chairman of the
Senate Armed Services Committee, the "volunteer service" legislation he sponsored
was in no way involved with military service to this country.

• Executive Director William A. Galston, professor of government in the School of
Public Affairs, University of Maryland at College Park and director of the University's
Institute for Philosophy and Public Policy. From January 1993 through May 1995, Galston
served as deputy assistant for domestic policy to President Clinton. Galston was also
deeply involved in the drafting of Goals 2000. Prior political experience includes: chief

speech writer for former Independent Party presidential candidate John Anderson's
National Unity Campaign in 1980; issues director for Democratic presidential candidate
Walter Mondale's campaign; senior advisor for then-Senator Al Gore's campaign for the
Democratic Party's presidential nomination; and since 1989 served as senior advisor
for the Democratic Leadership Council and the Progressive Policy Institute.
Lamar Alexander, former governor of Tennessee, former U.S. Secretary of Education,
former and present candidate for the Republican Party nomination for President of the
United States.

Elaine Chao, Distinguished Fellow, The Heritage Foundation. Until recently, Elaine Chao
was president and chief executive officer of United Way of America.
Ernesto Cortes, Jr., Industrial Areas Foundation (IAI), Southwest regional director.
Founded more than fifty years ago in Chicago by the late Saul Alinsky, the IAF is a
non-profit organization, originally operating throughout the Catholic Church in the
U.S., designed to provide leadership training to poor and moderate income people in
more than forty broadly based, multi-ethnic organizations in the United States and
the United Kingdom. (See Resources for availability of Stephanie Block's article and
forthcoming book dealing with the highly controversial activities of the Industrial Areas
Foundation.)

Amitai Etzioni, professor at Georgetown University, founder and chairman of The
Communitarian Network, is involved with the Education For All (EFA) activities both
nationally and internationally, the Character Education Partnership, and the activities
of the Freedom Forum First Amendment Foundation (Vanderbilt University) . According
to Webster's New World Dictionary (1976) a "communitarian" is "a member or advocate
of a communistic community. " Communitarianism is the social philosophy of the Skin-
nerian Walden II experimental commune at Los Horcones, Mexico. 52
John Gardner, professor of education at Stanford University in California, has served
as former president of the Carnegie Corporation of New York, which — as the reader
knows — has had virtual control over American education since the early 1900s.
Peter C. Goldmark, Jr., was elected the eleventh president of the Rockefeller Foun-
dation in June 1988. Goldmark is a member of the Council on Foreign Relations.
Oz Guiness, Senior Fellow with The Trinity Forum. Guiness headed up the contro-
versial Williamsburg Charter Character Education Project whose work was continued
by Charles Haynes of the Freedom Forum First Amendment Foundation at Vanderbilt
University.

Michael S. Joyce, president and chief executive officer of The Lynde and Harry Bradley
Foundation in Milwaukee, was former leader of the John M. Olin Foundation in New
York and the Goldseker Foundation in Baltimore. A strong supporter of parental choice
in education, Joyce spent six years with the Educational Research Council of America
and was a contributing editor to a textbook series on the social studies. Joyce served
on the Presidential Transition Team in the Reagan Administration and in 1993 joined
with William Kristol to found the Project for the Republican Future.
Richard D. Land, president-treasurer of the Ethics and Religious Liberty Commission
of the Southern Baptist Convention, the agency for "applied Christianity" (social and
moral concerns) for the Convention.

His Eminence Bernard Cardinal Law, Archbishop of Boston since 1984. He was ere-

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377

ated Cardinal by Pope John Paul II in May 1985.

• Edwin Lupberger, chairman of the U.S. Chamber of Commerce and member of the
U.S. Chamber's Center for Workforce Preparation, also serves on the board of the
Committee for Economic Development (CED) and is Louisiana's Honorary Consul of
the Federal Republic of Germany.

• Bruno V. Manno, executive director of the National Commission on Philanthropy and
Civic Renewal, is closely associated with Vanderbilt University and the Hudson Institute.
Manno has served as assistant secretary of education for policy and planning and as
director of planning for the Office of Educational Research and Improvement under
Secretary of Education Lamar Alexander in 1986.

• Sanford McDonnell, chairman of the Character Education Partnership and McDonnell
Douglas Corporation.

• Michael Novak, currently holds the George Frederick Jewett Chair in Religion and
Public Policy at the American Enterprise Institute. Mr. Novak has received numerous
awards, including the Templeton Prize for Progress in Religion (1994).

• Lester Salamon, director of the Institute for Policy Studies at The Johns Hopkins
University, and was the co-editor of Human Capital and America's Future with David
Hornbeck.

• Robert Woodson, Sr., founder and president of the National Center for Neighborhood
Enterprise which has been in the forefront of the movement to "empower" low-income
Americans. In 1990 Woodson received the high-profile John and Catherine T. MacArthur
Fellowship. He is a board member of the American Association of Enterprise Zones
and the Commission on National and Community Service.

[Ed. Note: The writer cannot help but compare this commission and its raison d'etre with for-
mer President Dwight Eisenhower's American Assembly, which developed the pre-determined,
socialistic "Goals for Americans" in 1960. As to the meeting of minds on "common ground,"
Shirley McCune (referred to previously in this book as a major education change agent with
the Mid-Continent Regional Educational Laboratory) quoted from The [John] Naisbitt Group's
training materials regarding political philosophy at an educational restructuring presentation
to the Millard, Nebraska School District 53 when she explained that basic shifts related to re-
structuring move across a continuum: Naisbitt listed "From" and "To" as being "left vs. right
politics" resulting in "a politics of the radical center." This is an excellent illustration of the
Hegelian Dialectic at work and is the basis of the activities of the National Commission on
Civic Renewal.]

National Blue Ribbon Schools Program was the subject of Informational Letter No. 54

from Maine's Commissioner of Education J. Duke Albanese to all superintendents of schools
and secondary and middle school principals, dated May 16, 1997. The reader should realize
that all states participate in this program, so the next time your superintendent or any member
of the education bureaucracy says your school is not controlled by the state or federal govern-
ment, pull out a copy of this letter and show it to them. The criteria for selection, which are
noticeably short on references to traditional "academic excellence, " are taken from Goals 2000
materials. Excerpts follow:

378

I am pleased to invite you to participate in the 1997-1998 Blue Ribbon Schools Program, for
secondary and middle schools, sponsored by the U.S. Department of Education and admin-
istered by the Maine Department of Education.

The Blue Ribbon Schools Program identifies and gives national recognition to a diverse
group of public and private schools that are unusually effective in meeting local, state, and
national goals in educating all of their students [emphasis added] . The program seeks to
promote school improvement nationwide through the collaborative self-evaluation process
required of local school communities that participate. In addition, recognized schools serve
as models for other schools and communities seeking to provide high quality education for
all their students. This program allows us to demonstrate that today's schools can achieve
excellence and to spotlight examples of what break-the-mold programs and practices might
look like.

Criteria for selection as a national school of excellence include:

• Student focus and support

• Challenging standards and curriculum

• Teaching and active learning

• Learning-centered culture and organization

• Professional communities

• Leadership and organizational vitality

• School, family and community partnerships

• Indicators of success

The quality of each school is judged in the context of how successfully it is meeting
its own goals and how well its programs are tailored to local needs.

Nevertheless, for a school to be judged deserving of national recognition, it must show
significant progress in meeting state and national goals, and must have attained a standard
of overall excellence that is worthy of respect and emulation by schools elsewhere of similar
size characteristics.

[Ed. Note: Don't the preceding two paragraphs represent an oxymoron?]

The May 1997 issue of The Effective School Report carried an article entitled "The
Future of Hong Kong Is Linked to Education. " Excerpts follow:

The information to be presented will come from a major report recently issued by the
Education Commission established by the Central Government of Hong Kong in 1983. The
major reference will be Education Commission Report No. 7, Quality School Education, is-
sued in November, 1996.

As one reads each [article] in the series of articles, the obvious and continuous ref-
erence to the effective schools movement becomes more than apparent. It serves us well to
understand that just as the effective schools correlates were developed within our realm of
the world, so it is these same correlates have been adopted throughout the world to improve
the quality and design of education.

A blue ribbon commission was formed in April, 1996 to make recommendations on the
development and establishment of quality school education. Three broad principles served
as the bases for the work of the committee. They included the following:

• Ways to relate school funding to performance 54

• Roles of key players in the school system and

The Noxious Nineties : c. 1997

379

• Their relationship with one another.

Beyond the primary principles established by the committee are six objectives which
may appear to many educators as fundamental objectives for any school system in any na-
tion. These primary objectives include:

• to enhance the community's appreciation of the need for quality school educa-
tion;

• to inculcate a quality culture in the school system [emphasis in original] ;

• to provide a practical framework for key players in the school system to achieve the
aims of education in an effective, efficient and accountable manner;

• to recommend an integrated strategy for quality assurance;

• to reward or give recognition to performing schools; and

• to assist or take appropriate remedial action regarding under-performing schools to
encourage initiatives and continuous improvement.

In its deliberations, the committee reviewed large volumes of overseas and local literature
on the effective schools movement, quality assurance measures and school management
approaches. Members of the committee participated in visits to study the operation of edu-
cation throughout the world.... The [Education Commission] report was primarily a product
which offered a plan to develop performance indicators for the school system.... Society has
accepted the responsibility to provide an education for each and every child and to struc-
ture such an education according to their individual abilities and aptitudes.... As a leader in
international commerce, the community of Hong Kong, especially the business community,
recognizes massive changes in world trade and production. As businesses throughout the
world, including nations in North America and Europe, have restructured their businesses
and production systems, Hong Kong has emerged as one of the world's foremost financial
centers, a hub of regional telecommunications, transport and trading, a leading tourist and
convention destination and a major exporter of professional services to the world, especially
mainland China. Along with its transformation, Hong Kong commerce now demands a labor
force which is "informed and knowledgeable, highly qualified and specialised, with advanced
skills and the ability to think independently and to communicate well." (p. 5)

[Ed. Note: Surprise! Surprise! The reader should turn to Appendix VI for the SAFE effective
school international pilot project carried out in Korea in 1970 to see that many of the "ef-
fective school correlates" referred to above were exported from the U.S. to other parts of the
world.]

"The Goal of Hong Kong Schools — Establishing Quality in Its Schools" was the feature
article in the June/July, 1997 issue of The Effective School Report. This article continues the
explanation of the transformation of Hong Kong's educational system which began in last
month's issue. Excerpts follow:

Excellence is found in the innovations and outstanding performance which distinguish one
school from others.

School Choice Should Be Made Available
Hong Kong's education system provides parents with a choice of different types of schools.
The perception of parents and students of the educational process, and the satisfaction of

380

members of the community with outcomes are also useful indicators of the quality of edu-
cation.

Excellence is not confined to achieving outstanding academic results or promoting the
self-esteem of students. For instance, some schools might achieve excellence by developing
the potential of low achievers and producing value-added results.

In order to build a quality culture in schools, a number of measures must be taken.
They include:

• translating the goals into achievable, observable and measurable quality indica-
tors;

• having a school funding system which is efficient and equitable, which meets basic
needs and which is related to performance;

• providing incentives to recognize and encourage initiatives and the pursuit of excel-
lence.

Aims

To prepare students to become responsible citizens and maintain high moral standards....
Output Indicators

Output indicators may start with value-added performance in three areas; academic achieve-
ment; students' self-esteem; and perception of the school teachers, parents and students.
As a start, these three types of output indicators may be developed first, followed by the
development of indicators in other domains such as the students' ability for self-learning,
social and communicative skills, moral attitudes and civic-mindedness. In order to encourage
continuous improvement, the sooner the various indicators are developed, the better....

Value-Added Concept of Output Indicators

We suggest that in assessing the performance of a school, it would be more appropriate
and fairer to bring in the concept of value-added achievement rather than simply looking
at absolute performance. Value-added performance can be assessed in a number of areas.
For example, it would not be appropriate to compare the academic performance of different
schools if they admit students coming from different backgrounds. The value-added concept
allows comparison of students as they enter a school and as they leave. The same concept
can be applied across the output indicators. The focus will be on a student's progress over
the years.

(Information used in this series has been derived from the publication, Education Com-
mission Report No. 7 — Quality School Education, prepared by the Hong Kong Task Group on
School Quality and School Funding and the Hong Kong Education Commission, chaired by
Professor Rosie Young, November, 1996.)

[Ed. Note: Anyone the slightest bit familiar with educational restructuring, Goals 2000, or
school-to-work programs will understand from the above excerpts, the extent of the interna-
tionalization of education and the duplicity of those — including the media — who deny that
restructuring is international. Rudyard Kipling's "East is East and West is West" has been suc-
cessfully repudiated by those involved in training the global workforce. A more appropriate
Kipling quote might be one from London Truth, reprinted in the Middlebury, Vermont Register
of March 1899, which follows: "Pile on your brown {white, black, red, pink, yellow} man's
burden to satisfy your greed. "]

The Noxious Nineties : c. 1997

381

Atlantic Monthly's July 1997 issue carried the article "The Computer Delusion" by Todd
Oppenheimer. Excerpts follow:

There is no good evidence that most uses of computers significantly improve teaching and
learning, yet school districts are cutting programs — music, art, physical education — that
enrich children's lives to make room for this dubious nostrum, and the Clinton Adminis-
tration has embraced the goal of "computers in every classroom" with credulous and costly
enthusiasm....

The noted psychologist B.F. Skinner, referring to the first days of his "teaching ma-
chines," in the late 1950s and early 1960s wrote, "I was soon saying that, with the help of
teaching machines and programmed instruction, students could learn twice as much in the
same time and with the same effort as in a standard classroom." Ten years after Skinner's
recollections were published, President Bill Clinton campaigned for a "bridge to the twenty-
first century. . . where computers are as much a part of the classroom as blackboards. " Clinton
was not alone in his enthusiasm for a program estimated to cost somewhere between $40
billion and $100 billion over the next five years. Speaker of the House Newt Gingrich, talk-
ing about computers to the Republican National Committee early this year, said, "We could
do so much to make education available twenty-four hours a day, seven days a week, that
people could literally have a whole different attitude toward learning."... In a poll taken early
last year U.S. teachers ranked computer skills and media technology as more "essential"
than the study of European history, biology, chemistry, and physics; than dealing with social
problems such as drugs and family breakdown; than learning practical job skills; and than
reading modern American writers such as Steinbeck and Hemingway or classic ones such
as Plato and Shakespeare....

Interestingly, shop classes and field trips are two programs that the National information
Infrastructure Advisory Council, the Clinton Administration's technology task force, suggests
reducing in order to shift resources into computers. But are these results what technology
promoters really intend? "You need to apply common sense," Esther Dyson, the president of
EDventure Holdings and one of the task force's leading school advocates, told me recently,
"Shop with a good teacher probably is worth more than computers with a lousy teacher.
But if it's a poor program, this may provide a good excuse for cutting it. There will be a lot
of trials and errors with this. And I don't know how to prevent those errors." 55 The issue,
perhaps is the magnitude of the errors.

Alan Lesgold, a professor of psychology and the associate director of the Learning
Research and Development Center at the University of Pittsburgh, calls the computer an
"amplifier," because it encourages both enlightened study practices and thoughtless ones.
There's a real risk, though, that the thoughtless practices will dominate, slowly dumbing
down huge numbers of tomorrow's adults. As Sherry Turkle, a professor of the sociology of
science at the Massachusetts Institute of Technology and a longtime observer of children's
use of computers, told me, "The possibilities of using this thing poorly so outweigh the
chance of using it well, it makes people like us, who are fundamentally optimistic about
computers, very reticent."...

Clifford Stoll, the author of Silicon Snake Oil: Second Thoughts on the Information
Highway (1995), told The New York Times last year, recalling his own school days in the
1960s, "We loved them because we didn't have to teach, and parents loved them because it
showed their schools were high-tech. But no learning happened."...

Reading programs get particularly bad reviews. One small but carefully controlled
study went so far as to claim that Reader Rabbit, a reading program now used in more than
100,000 schools, caused students to suffer a 50 percent drop in creativity. (Apparently, after
forty-nine students used the program for seven months, they were no longer able to answer

382

open-ended questions and showed a markedly diminished ability to brainstorm with fluency
and originality)

What about hard sciences, which seem so well suited to computer study? Logo, the
high-profile programming language refined by Seymour Papert and widely used in middle
and high schools, fostered huge hope of expanding children's cognitive skills. As students
directed the computer to build things, such as geometric shapes, Papert believed, they would
learn "procedural thinking," similar to the way a computer processes information. According
to a number of studies, however, Logo has generally failed to deliver on its promises....

Judah Schwartz [a physicist] , a professor of education at Harvard and a co-director of
the school's Educational Technology Center, told me that a few newer applications, when
used properly, can dramatically expand children's math and science thinking by giving them
new tools to "make and explore conjectures." Still, Schwartz acknowledges that perhaps
"ninety- nine percent of the educational programs are terrible, really terrible. ". . .

Opinions diverge in part because research on the brain is still so sketchy, and com-
puters are so new, that the effect of computers on the brain remains a great mystery. "I don't
think we know anything about it," Harry Chugani, a pediatric neurobiologist at Wayne State
University, told me. This very ignorance makes skeptics wary. "Nobody knows how kids'
internal wiring works," Clifford Stoll wrote in Silicon Snake Oil, "but anyone who's directed
away from social interactions has a head start on turning out weird.... No computer can teach
what a walk through a pine forest feels like. Sensation has no substitute."...

In Silicon Snake Oil Michael Fellows, a computer scientist at the University of Victoria,
in British Columbia, was even blunter. "Most schools would probably be better off if they
threw their computers into the Dumpster. ". . . The problem is that technology leaders rarely
include these or other warnings in their recommendations. When I asked Dyson why the
Clinton task force proceeded with such fervor, despite the classroom computer's shortcomings,
she said, "It's so clear the world is changing."

[Ed. Note: "The world is changing" is the response change agents are trained to use when
confronted by common sense taxpayers who ask why dumb projects are being funded. The
writer can't possibly recall the number of times her change agent superintendent responded
with those exact words! The reader can rightfully accuse the writer of this book of an anti-
computer bias and of selectivity in choosing quotes to prove her point. I stand "guilty" on
all counts. Those interested in computer-assisted instruction should get a copy of the above
article so they will not be overly influenced by this writer's selection of quotes.]

An article entitled "'Real-Life' School Eliminates Books" appeared in the SEPt ember 1,
1997 issue of The Washington Times. The article reveals the extent to which American public
schools are doing away with books.

Walkersville, MD — Third-grader Billy Horn had a math problem his mother couldn't help
solve, so she asked for the source.

"I said, 'Where's your book?' and he said, 'They don't have books,'" Joan Horn said.

Like most people schooled in the 1960s and 1970s, Mrs. Horn assumed her children
would learn their lessons as she did, from heavy books with problems at the end of each
chapter.

But textbooks play a smaller role, even a minor one, in modern education.

"We're trying to make school look more like real-life experiences and have assignments
that are intriguing and captivating and problem-solving," said Jerome Strum, Billy's principal
at Glade Elementary.

The Noxious Nineties : c. 1997

383

On September 24, 1997 Texas Christian Alert Network (TCAN) issued a memo entitled
"Communism Comes to Texas Public Education." TCAN had received the following excerpted
analytical summary by Chris Patterson, reseacher, of the Texas version of the national school-
to-work legislation. The first paragraph of the alert warned that:

This nationally mandated program will differ very little from one state to another so persons
in all states should read the following very carefully and decide whether you want the fed-
eral government to have absolute control of your child and his/her career, from the cradle
to the grave.

TEXAS SCHOOL-TO-WORK SYSTEM
by Chris Patterson

Introduction

In November 1996, Texas received a $61 million dollar federal grant to implement a School-
to-Work (STW) system. With this grant, Texas joined the group of 36 states which participate
in a national workforce development program. The national program is designed, regulated
and initially funded by the federal government. The objective of this program is to coordinate
workforce development with economic, educational and welfare plans within and between
states of our nation. STW introduces "major changes or a radical transformation of the pur-
pose, content and structure of public schools."

Key Components of STW

Employer needs and skill standards drive STW as curriculum and instructional practices are
modified to prepare students to enter the local workforce....

Academic education and vocational instruction are fully integrated. Curriculum is
founded upon performance-based standards. Academic subjects incorporate instruction
related to personal and career goals. Both work and school-based instruction are designed
according to local workforce needs. "All students will engage in STW."...

Students will be prepared for, certified and placed in post-secondary education or jobs
which reduce mismatches between students/education and education/workplace, incorpo-
rating:

• Career awareness kindergarten through 6th grade.

• Choice of career pathway by no later than 8th grade.

• Work-based learning which includes mentorship, job-shadowing, volunteer service,
school-based enterprise, apprenticeship, internship and paid work experience.

• Students will be required to acquire the following as conditions for graduation:
certificates of initial and/or advanced mastery.

• Workplace competencies and paid work experience in career field.

• Statutory requirements will be established for schools to adopt block scheduling.

• Health and human services will be integrated with school and work-based learn-
ing.

• An electronic data tracking system will be developed for all students.

The only elected official responsible for STW governance is the Governor of Texas. The
Texas Skills Standards Board recommends standards and certification to the Texas Council
on Workforce & Economic Competitiveness....

The Council exercises statutory authority to develop, maintain and enforce STW...

The Council delegates authority to the Texas Workforce Commission to direct activi-

384

ties of participating organizations, including: the Texas Education Agency, Higher Education
Board, Human Services, Rehabilitation Commission, Commerce Department, Commission
for the Blind, National & Community Services, and Veterans Education. The Texas Workforce
Commission governs twenty-eight Local Workforce Development Boards which direct local
implementation of STW...

Proponents of STW Claim:

The objectives of STW are to provide students with:

• Rigorous academics;

• Opportunity for highly skilled, highly-paid jobs;

• Participation in STW is optional for both students and businesses.

Opponents of STW Claim:

Academics are diluted and academic achievement will decrease because:

• Curriculum standards are performance- or outcomes-based;

• Academic learning is displaced by personal, social and workplace competency in-
struction;

• Block scheduling results in less course content and lower test scores;

• Ability Grouping (including Honors Courses) which increases student achievement
is prohibited;

• Traditional liberal arts education is replaced by vocational training;

• Students will be identified and trained for low skill, low pay jobs. Less than 15 % of
workforce requires a Bachelor's Degree;

• Leading 5 targeted occupations identify cashiers, janitors/cleaners, sales clerks and
registered nurses;

• Participation is not fully voluntary — the state is pursuing legislation to make STW
a condition of graduation.

Vocational and academic instruction are integrated; students are not provided an op-
portunity to select academic course work which is not integrated. Private sector funding is
required to support STW (matching funds of $20 million will be required in 1997 and will
increase to a projected $45 million in 2001). According to the STW grant proposal, Texas has
no immediate plans to tax businesses to force participation as is done in Europe, but areas
will be required to raise private funds.

STW Poses Troubling Questions:

• Should the government direct the development of curriculum, implementation of
instructional practices and establishment of a data collection system for schools?

• Should the government through schools identify, train, certify and place workers?

• Should educational policies be established without the authority of state school
boards, local district boards and legislators?

• Should the purpose, structure and means of public education be "transformed"
without public debate and consent?

• Should the government establish a national plan for economic management?

The Noxious Nineties : c. 1997

385

On October 14, 1997 the Center of the American Experiment Breakfast and LuNcheon
Forum Series of Minneapolis, Minnesota held its meeting at the Radisson Plaza Hotel. The flyer
announced the appearance of Chester E. Finn, Jr., who would speak on "Reforming Educa-
tion — Why Do Bad Things Happen to Good Ideas?" Excerpts from the flyer read:

Join us for an American Experiment Breakfast Forum at which Chester E. Finn, Jr., discusses
why conservatively inspired school reforms frequently get morphed into anti-intellectual and
statist mush. Why are basically good ideas such as outcomes-based education and national
standards often turned upside down by educational establishmentarians? What does this
track record portend for school choice? How can future hijackings be averted? Dr. Finn is
president of the Thomas B. Fordham Foundation and also serves as John M. Olin Fellow at
the Hudson Institute. Quite likely the nation's most prolific education critic, he is the author
of a shelf of books and writes regularly for The Wall Street Journal, Commentary and other
publications.

[Ed. Note: The flyer conveniently omitted the fact that Chester Finn was one of the architects
of President George Bush's America 2000, which is the foundation document for President
Clinton's Goals 2000 "real" conservatives so thoroughly detest. The author includes this in-
formation regarding Finn as proof that the dialectic (right vs. left meeting at the radical cen-
ter) has been accomplished. The "neo-conservatives" have seized the high ground, and are
developing and supporting socialist programs initially proposed by the liberals. An example
being the flyer statement "basically good ideas such as 'outcomes-based education,'" which is
shocking coming from a supposedly "conservative" organization and speaker. The exceptions
are choice, vouchers, magnet/charter schools, which give the appearance of originating with
conservatives — which will also track your child into a preplanned future. This alien (socialist)
concept is, however, supported by the multinational corporations, foundations, education
union leadership, and institutionalized educational research and development change agents
for global workforce training purposes.

As an example of the above collaboration toward global workforce training taking the
place of education, please refer back to the 1976 entry for NEA's "Cardinal Principles Revisited,
1976," which included on its panel: David Rockefeller, Chase Manhattan Bank; McGeorge Bundy,
Ford Foundation; Francois Blanchard, Syndicat National des Enseignements de Second Degre
(France) ; Lester Brown, Worldwatch Institute; Willis Harman, Stanford Research Institute; Fred
Jarvis, National Union of Teachers (England); Sally Swing Shelley, United Nations; Sir Walter
Perry, The Open University (England); and Joe H. Foy, Houston Natural Gas Co. The author has
selected the above, primarily non-educator individuals, from a lengthy list to help the reader
understand how the education establishment at the very top is "in bed with," or more likely
controlled by, leading international think tanks and multinational corporations.

The author would also like to point out that the American Experiment organization in
Minnesota is another state affiliate of the neo-conservative Heritage Foundation.]

"Clinton Charm Gets Rio Workout" was the title of an article for The News & Observer
of Raleigh, North Carolina on October 16, 1997. Excerpt follows:

By stressing the importance of education, Clinton identified a passion shared by his Brazil-
ian host, President Fernando Henrique Cardoso, a university professor who has earmarked
a portion of the unexpected earnings from Brazil's massive privatization project to improve

386

public schools. The two governments agreed to a "partnership for education" in which the
United States will help Brazil develop standardized testing of its public schools' performance,
U.S. and Brazilian classrooms will be linked by computer, and a commission will be set
up to oversee a new student exchange program and promote private sector investments in
schools.

H.R. 2614, The Reading Excellence Act, passed the U.S. House of Representatives in No-
vember of 1997. 56 For the first time in U.S. history legislation has been passed which mandates
a particular method of teaching. Excerpts from the abstract of the legislation follow:

SELECTION OF READING AND LITERACY GRANT APPLICATIONS

Applications from Reading and Literacy Partnerships will go to the Secretary of Education,
who would forward them to a Peer Review Panel for initial approval. The Peer Review Panel
will consist of experts in the field of reading who are appropriate to evaluate such grant
applications. Members would be selected by the National Institute for Literacy (NIFL) in
consultation with the National Research Council (NRC, a division of the National Academy
of Sciences); the Child Development and Behavior Branch (CDBB) of the National Institutes
of Health; and the Secretary of Education. NIFL, NRC, CDBB and the Secretary would also
be members of the Peer Review Panel. A priority would be given to applications from states
that have modified or plan to modify state teacher certification in the area of reading to reflect
reliable, replicable research on reading.... In selecting an applicant, the Reading and Literacy
Partnership must give priority to subgrantees that form a partnership with a local Head Start
program or a community-based organization (CBO) working with children to improve their
reading skills, or state or federally funded preschool programs or family literacy programs.

INFORMATION DISSEMINATION

The National Institute for Literacy would head up the effort to disseminate information on
reliable, replicable research on reading to all recipients of Federal financial assistance under
ESEA, Head Start, IDEA, and the Adult Education Act. In doing so, NIFL would build upon
applicable information networks currently in existence including OERI (Office of Educational
Research and Improvement, U.S. Department of Education) and those established by states
and private sector entities. The panel may assist any reading and literacy partnerships to
determine whether applications for subgrants meet the requirements of this Act relating to
reliable, replicable research on reading.

AUTHORIZATION

There would be a total of $260 million available for this Act. For more detailed information,
visit the worldwide web at http://www.house.gov/eeo/.

[Ed. Note: Legislating a particular method to teach reading would never have been possible
had the Hegelian Dialectic not been used. Workforce training requires that Skinnerian operant
conditioning (programmed learning) be implemented in the schools. The only way to get that
method accepted was:

(1) Create the problem: introduce Whole Language which is guaranteed to hinder children's
ability to learn to read and causes parents to scream for a solution — any solution!

(2) Right on schedule, the social change agents responded with a predetermined solution
which necessitated the use of Skinnerian direct instruction (programmed learning) to
teach reading.

The Noxious Nineties : c. 1997

387

Little have parents realized that Skinnerian direct instruction and Skinnerian mastery
learning are identical twins with very bad track records which caused William Spady et al. to
rename them "Outcome-Based Education" in the early 1980s.

In order to assure passage of The Reading Excellence Act, Douglas Carnine, Ph.D., director
of the Follow Through Direct Instruction Model in the University of Oregon's Department of
Special Education which is associated with the National Center to Improve the Tools of Edu-
cators (NOTE) funded by the U.S. Department of Education's Office of Special Education, sent
a letter to "Concerned Friends" requesting they lobby for passage of H.R. 2614. The author
has deliberately emphasized the word "special" in special education because the fact that
direct instruction programs are designed for special education students should not be lost
on the reader, since all students— not just those needing special education— will be exposed
to the direct instruction process and the Skinnerian operant conditioning method. (For more
information regarding direct instruction, please refer to Appendix II, III, VI, XVII, XX, XXI,
XXV, and XXVI.)

The following critique of DISTAR, Engelmann's Direct Instruction special education pro-
gram, by a special education teacher in Florida should serve as a warning for those who do
not understand the implications of using special education programs on all children. 57 The
teacher points out that DISTAR was:

1. Developed for teaching the severely impaired (retardation and neurologically im-
paired) .

2. NOT suitable EVER for regular education.

3. Is political "goosestepping"— group training.

4. Purely "mechanical" system — "authoritarian."

5. For NORMAL intelligence to SUPERIOR intelligence— a DISASTER. Teacher pounds
away (scripted); children become bored; "frigidity" sets in and children tune out.
Become the next behavior problems [emphasis in original] .

6. We would be deliberately creating behavioral (mental) dropouts.

You can teach (the teachers) DISTAR in two days ("mechanistic") . Teachers don't have to know
anything about language development. "El cheapo" response to whole language debacle.]

Barbara Crossete wrote an article, "How to Fix a Crowded World: Add People," pub-
lished in The New York Times on Sunday, November 2, 1997, which took a refreshingly different
position on the subject of population control than that taken by most journalists writing for
the major print media. Some excerpts follow:

In the 200 years since Thomas Malthus published his Essay on the Principle of Popu-
lation and threw a scare into the human race about the limits of the earth's resources, people
everywhere have been asking: Are there too many of us?

This week, leading demographers from around the world will meet here to fret over a
revolutionary new fear: Will there soon be too few of us?...

. . .But for demographers, the problem lately is not absolute numbers of people and their
pressures on the environment and natural resources. Now the experts are worried about what
happens when population growth slows in a lot of places or even stops entirely or declines in
some. Fertility rates in many places are dropping rapidly, especially in the richest countries,
where, to put it simply, any two people are not producing two more people.

388

If this trend continues it could have far-reaching consequences, demographers say.
When more and more of the world's most highly industrialized and economically produc-
tive nations do not replenish their numbers, their role as engines of global growth — both as
producers and consumers of goods — is thrown into doubt.

"These developed countries have a particularly important role because they provide a
great deal of the economic leadership and social leadership," said Joseph Chamie, director
of the United Nations population division, which organized the conference this week.

"There are basically the producer nations, the consumer nations and the donor nations,"
he said. "China today is exporting to whom? Basically to the United States and Europe, and
that's helping the Chinese economy. Europe alone consumes a great deal and produces a
great deal. If they start shrinking there will be a readjustment, and it will be global in its
impact. It will affect the entire world economy."

Unlike dips in population growth throughout history, this slide — which began in the
1960's — was not caused by a natural or economic disaster, a war or plagues. There is no
Black Death to blame, no World War I, no Great Depression. This decline is widespread. It
is steady. And while no demographer would say that predictions are infallible — prognostica-
tes have surely been wrong.

[Ed. Note: While Crossett tells the reader what didn't cause the slide in population growth,
she neglects to point out that Roe v. Wade, which legalized abortion, was largely reponsible for
the slide in the USA. For an understanding of the results of population planning in the early
1970s, please refer to the April 6, 1971 entry on the "Revised Report of Population Subcom-
mittee" in Lansing, Michigan.]

Former Vice President Dan Quayle jumped on the public-private partnership BANDwagon,
extending it to include the government and churches "dancing together" to help the less for-
tunate in our society, as reported in the November 13, 1997 issue of The (Louisville, Kentucky)
Courier Journal. The following are some excerpts from "Quayle Backs Church-Government
Partnerships":

Sounding like a preacher and a politician, former Vice President Dan Quayle told about
5,000 people in Louisville last night that the government should use churches and other
"faith-based institutions" to administer help to the poor, the homeless, the abused and the
neglected....

He said everyone supports the concept of church-state separation, but "The Constitution
protects religion from government. It's not the other way around."...

He told them that inner-city churches must become partners with the government to
fight crime, deliver nutrition and restore family values, said Jefferson County Republican
Party Chairman Bill Stone, who arranged the meeting and attended it with Quayle.

[Ed. Note: Mr. Quayle, have you been living under a rock ever since 1965 when the Elementary
and Secondary Education Act passed and all the government's values-destroying education
programs and methods became a part of our local schools' curriculum? Mr. Quayle, did you
understand the intrusive, far-reaching effects of America 2000 developed by the administration
for which you served as Vice President?]

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389

1998

The American Institute for Character Education (AICE), a leading developer of character
education materials, funded by grants from the Lilly Endowment as well as other foundations
and best known for its development of materials for the Thomas Jefferson Research Center's
controversial character education program, transferred its assets to Learning for Life in 1998.
Information downloaded from Learning for Life's website reveals that Learning for Life is
extending AICE's curriculum development efforts into the area of "school-to-careers" (school-
to-work) . One of its brochures states that:

Learning for Life can provide the basis for operating and meeting the goals of the School-to-
Work Opportunities Act of 1 994. The Act has three basic components that are used to accom-
plish its goals: school-based learning, connecting activities, and work-based learning.

Before a School-to-Careers program is developed, an assessment is conducted to de-
termine precisely how the Learning for Life program can help the school or school system
help the students address the transition from school to careers. Only after this is done can
a program be designed to help meet the school's needs.

Learning for Life will become a catalyst for establishing relationships between com-
munity-based organizations, including both for-profit and not-for-profit organizations, and
the local school district, selected schools, and students....

Some of Learning for Life's connecting activities are listed as:

• Camps, retreats, conferences and workshops

• COPE courses, with team building, leadership, self-reliance, respect for self and
others, and self-esteem

• Community- wide service projects, such as food drives, crime prevention programs,
and service learning

• Program resources, such as leadership development workshops and scholarship
opportunities

• Ethics in Action in Exploring: Five components that assist with the development of
ethical decision-making.

[Ed. Note: The last "connecting activity" listed in Learning for Life's materials should be of par-
ticular concern for parents upset over the Thomas Jefferson Research Center Curriculum.]

In 1998 the European Commission Directorate General of Education, Training and Youth
in Brussels, Belgium announced the availability of their Leonardo da Vinci Programme Co-
operation in Higher Education and Vocational Education Document entitled "Cooperation in
Higher Education and Vocational Education and Training between the European Community
and the United States of America — Third Call for Proposals. Launching Date: 17 February
1998." Excerpts from the announcement taken from the Internet follow:

On 23 October 1995, the Council adopted a decision concerning the conclusion of an agree-
ment for cooperation in higher education and vocational training between the European
Community and the United States of America. The Cooperation Programme aims to add a
new European Community/United States dimension to student-centered cooperation and

390

bring balanced benefits to both the European Community and the United States.
Transatlantic cooperative activities eligible for support are:

• Development of organisational frameworks for transatlantic student mobility, in-
cluding work placements, which will provide adequate language preparation and
full academic recognition;

• Joint development of innovative curricula, teaching materials, methods and modules
including those exploiting the new education technologies;

• Other innovative projects, including the use of new technologies and distance
learning, which aim to improve the quality and cost-effectiveness of transatlantic
cooperation in higher education and vocational education and training.

Ecumenical News International's News Highlights (London-ENI) of February 19, 1998
reported that the World Bank and the world's faiths promise to work together: "The World
Bank and the world's major religions [agreed] to establish joint working groups on development
issues, it was announced at the end of a high-level, two-day dialogue at Lambeth Palace."

The New York Times Op Ed page carried an editorial in its May 5, 1998 edition entitled
"The New World Order" by A.M. Rosenthal. Mr. Rosenthal put into perspective the values
dilemma facing those who benefit from trade with nations not committed to the traditional
definition of human rights. Excerpts follow:

April 30 — U.S. approves another $1 billion in aid to Indonesia as part of the international
$40 billion economic bailout. President Suharto refuses to break up the multibillion-dollar
monopolies controlled by himself, his family and friends. He says no political reforms until
2003, at earliest. Police break up student protests.

• May 1 — Washington Times and A.P. say C.I.A. reports China has nuclear missiles
targeted at U.S.

• May 3 — President Clinton's June visit to China will include welcome ceremonies at
Tiananmen Square. Washington preparing to allow U.S. companies to sell nuclear
reactors to China.

• May 4 — Human rights workers report continued oppression in China and Indonesia;
more executions in China than in all the rest of the world.

The U.S., its democratic allies and major dictatorships are rapidly building a new world
order — not quite finished yet, but already a central part of international life and values.

Its ideology, powers, rewards and punishments are supplanting those that prevailed
internationally until 1994, when President Clinton joined the new order. If it continues, it
will be the most important new international concept since the end of World War II.

The order was created without formal parliamentary approval by its sponsors, or any
treaty. But every week, sometimes every day, the underlying tenets are revealed, in action.
See above.

The following description of objectives and goals of the new order is so different from
principles recently assumed in the West, though not always followed, that it may read as
satire. It is not.

The fundamental change, demanded by the dictatorships and agreed to in practice by

The Noxious Nineties : c. 1 998

391

the democracies, is that the internal policies of persecution by the rulers, and the rights of
the governed, are not a primary moral or economic consideration of the world.

The democracies, under these values, can protest some internal acts of the dictator-
ships — torture and such. But they must do so quietly, not allowing these acts, or often even
security interests, to damage the new overriding value of the democratic leaders.

That value is the trade and investment with the dictatorships that the democracies
believe important to their national economies — which are sometimes called jobs, but usually
interpreted as corporate profit.

In exchange, dictatorships allow democracies to invest and trade in enterprises the
capitalists consider profitable to their corporate strength, although not necessarily to their
own employees or the national economic health of their countries.

If the dictatorships, or authoritarian governments as some are known more pleasantly,
find their economies collapsing through the corruption generic to such societies, the Inter-
national Monetary Fund and individual democracies rush to arrive with bailout.

The explanation given is that otherwise the dictatorships' economies would disintegrate,
bringing revolution. Now, the people of the dictatorships may long for revolution. Obviously
that cannot be allowed to overcome saving the dictatorship and thus rescuing the money
invested by nationals of democracies.

Accepting these values, the events described above become understandable and even
neatly logical.

The Indonesian dictator, for instance, was installed by the army 33 years ago and has
been in power ever since. Now he needs scores of billions with which to overcome his own
ineptitude and family corruption, and do the right thing by his foreign investors. Who can
deny him?

The U.S. gets to sell strategic material to China, offering as an extra a visit to China
by the U.S. President to honor the Communist leaders and expand their power and political
life span.

Religious and political mavericks in the totalitarian partnership of the new world order
get prison, or death, often both.

The press of the democracies gets to write stories about the growth of order in the
new world order. Other citizens of the democracies get to say costs of imported goods are
down: how nice.

Americans and Europeans may come to object for political or moral reasons, or because
the new world order may after all cost them their jobs. But they will never be able to say
they never knew; see above.

The Boston Globe carried an article entitled "Suspicions about the Statewide Tests" by
Jeff Jacoby in the May 7, 1998 issue. The article contained such good information that much
of it is included here:

I was going to write a column expressing my reservations about the MCAS, a 15-hour-
long series of tests now being administered to fourth-, eighth-, and tenth-graders in every
Massachusetts public school. I was going to point out that for all the ink and air time being
devoted to the Massachusetts Comprehensive Assessment System, as it's formally called,
little is actually known about it. I was even going to suggest that with all the uneasy ques-
tions the MCAS raises, parents ought to exercise their legal right to keep their children from
taking it.

392

For one thing, I was going to call attention to the spotty record of Advanced Systems,
the Dover, N.H., company hired to devise and grade the 210,000 tests being administered
this month. Advanced Systems lost its $32 million contract with the State of Kentucky after
botching the scores of more than 1,000 elementary and middle schools. The state launched
what the magazine Education Week called "a sweeping audit" of the company's performance,
scrutinizing "how the mistake could have gone undetected for many months."

Kentucky wasn't the only state where Advanced Systems failed. Scores in Maine were
miscalculated, too. In New Hampshire, skepticism runs so high that the state Senate wants
an elaborate regimen of supervision over every aspect of Advanced Systems' operations. Has
the company cleaned up its act, I was going to ask, or is Massachusetts also going to wind
up with shoddy and unreliable data?

But incompetent scoring was the least of my concerns.

I was going to highlight the copycat nature of these "assessments." Other states have
been administering similar tests, always linking them to the federal Goals 2000 and School-
to-Work laws, both of which are considerably more creepy and New-World-Orderish than
their innocuous names suggest. The very word "assessment" conveys something beyond
mere measurement of academic achievement. Parents in state after state have discovered that
their kids are being evaluated not just on their knowledge of language, math, and science,
but on what they think, how they behave, and the way they were raised.

Would the MCAS, I was going to wonder, be as full of fuzzy PC questions on "feelings"
and "attitudes" as tests elsewhere have been? If not, why have officials balked at a simple
amendment to the 1993 Education Reform Act providing that the MCAS "shall be designed
to avoid the gathering or measuring of individual student attitudes, beliefs, or behaviors"?
No one, I was going to say, could object to a clarification so straightforward — unless the
purpose of the assessments is in fact to probe students on matters that are none of the state's
concern.

Such as? Well, the Pennsylvania Educational Quality Assessment instructed students
to react to statements like "I often wish I were somebody else" and "I don't receive much
attention at home." To measure their "tolerance," students were presented with 35 situations —
"Your sister wants to marry a person whose religion is much different from yours from your
family" [sic], "You are asked to sit at a table with retarded students in the lunchroom" — and
asked how comfortable or uncomfortable each would make them.

The California Learning Assessment System included loaded questions like this: "Eu-
ropean Americans discriminated against Chinese immigrants because of ethnic and cultural
differences. By yourself, think about an instance of discrimination that you know of. It could
be a situation in which a person or a group of people is treated unfairly because of age, color,
customs, or some other quality or belief. What could be done to help solve this problem?"

Kentucky told fourth-graders to imagine themselves Indians at the time the first pio-
neers arrived and to write "how you would have felt when you saw the pioneers cutting
down trees and clearing land." Rhode Island grilled students on how often they like being
in school ("Never? Sometimes? Always?"), whether they are happy with themselves "as a
person," and how socially active their parents are.

I was going to quote the sweeping phrase in the Massachusetts ed-reform law that
empowers the Department of Education to assemble a dossier on each student comprising
"basic demographic information, program and course information, and such other information
as the department shall determine necessary. " I was going to describe the extraordinary se-
crecy that surrounds these tests in many states. Parents and school committee members are
forbidden to see them, or are allowed to do so only if they sign nondisclosure agreements.
The College Board isn't so mysterious about its SATs (each year it releases the previous year's
tests). So why are many states so furtive about their "assessments"?

I distrust the MCAS. I am more than somewhat skeptical of the motives behind it and

The Noxious Nineties : c. 1 998

393

was going to write a column saying so.

But I have been persuaded not to jump to conclusions. I have been urged to wait for this
first MCAS to play itself out, to see whether students report being asked anything dubious or
improper. I have been reminded that this year's tests will only set a bench-mark — that not
until 2003 will the tests actually have an impact on students' ability to graduate.

So, I'll hold my doubts in abeyance. For now. I can always write that column another

time.

"South Carolina Takes to Heart Coach's Shot at 'Horrible' Schools" was an article with
a Clemson, South Carolina dateline which appeared in the May 15, 1998 Atlanta Journal-Con-
stitution. Some excerpts follow:

Educators and politicians screeched when they heard former Clemson University basketball
coach Rick Barnes say he was packing up his family and moving to Austin, Texas in part
because South Carolina schools are "horrible."...

Ever since the late 1970s, when current U.S. Education Secretary Richard Riley became
governor, education reform has been a top issue in South Carolina. Yet, over nearly two
decades, the state has remained — along with several other Southern states — at the bottom
of national rankings....

Moreover, South Carolina schools regularly win the U.S. Department of Education's
Blue Ribbon, showing excellence in student achievement and teacher performance. Three
elementary schools in fast-growing Greenville County won the award last year.

[Ed. Note: South Carolina can claim the dubious distinction of having been the home state of
Effective Schools Research change agent Donald Thomas, promoter of U.S. -Soviet pedagogy
exchanges, and U.S. Secretary of Education Richard Riley, former state school superintendent
and governor of South Carolina during the adoption phase of the state's OBE/school-to-work
experiments. The above article is most telling in that it proves that the southern states which
adopted the late Professor Ron Edmonds's Effective Schools Research and its components
(mastery learning/direct instruction/outcome-based education/cooperative learning, etc., etc.)
in the mid-1970s have the lowest test scores in the nation. The philosophy behind Effective
School Research, that "all children can learn if provided with the necessary 'environment' and
enough time" is no more, no less than the outcome-based education philosophy which has
by 1998 been implemented "in all schools of the nation." How can South Carolina have the
lowest test scores and win Blue Ribbons?

The Effective School Report, the journal from which this writer has frequently quoted — and
the one and only journal which consistently deals with OBE, TQM, Effective Schools, etc. —
was born in Jackson, Mississippi in the early 1980s. Former Secretary of Education T.H. Bell
served on the board of directors of its parent company, Kelwynn, Inc., the Effective Schools
training company which published The Effective School Report. It should come as no surprise
that Jackson, Mississippi schools served as the first guinea pig schools for implementation of
Effective School Research.

The fact that South Carolina and Mississippi, two of the southern states most deeply
involved in mastery learning over a long period of time, have such low academic test scores
should be adequate justification for Congress to call for an investigation of the consequences of
adopting effective school research and outcome-based education, if, and the writer repeats if,

394

academic performance is what is being sought by the education bureaucracy and the Congress
which funds public education. Surely, if the departments of education in those southern states
which implemented effective school research had performed longitudinal studies tracking the
children who went through those schools, education policy planners would have evidence that
effective school research falls far short of the claims made by its proponents, most of whom
benefit financially from such promotion. (See Appendix XXVI.)

This writer has a question for Coach Barnes: Couldn't his family's move to Austin, Texas,
which is implementing the same Skinnerian method under another label (direct instruction),
be a wonderful example of jumping from the frying pan into the fire — especially since Austin,
Texas is also deeply involved (a leader) in non-academic school-to-work?]

A VERY INTERESTING ARTICLE ENTITLED "TAKING TECHNICAL ASSISTANCE ON THE ROAD" was pub-
lished in the Spring 1998 issue of Early Developments (Vol. 2, No. 1) , a publication of the Frank
Porter Graham Child Development Center at the University of North Carolina at Chapel Hill. 58
This center is funded in part by UNC and partly by PR/Award No. R307A60004 administered
by the Office of Educational Research and Improvement, U.S. Department of Education. Ex-
cerpts from the article follow:

By the early 1990s, Frank Porter Graham's researchers were at work in the People's Republic
of China, Eastern Europe, and the former Soviet Union. For example, in 1995 Shelley deFosset
and Pat Trohanis began working with the privately financed Step by Step program which was
aimed at creating early childhood education demonstration projects initially in 17 emerging
democracies of Central and Eastern Europe and the former Soviet Union.

Step by Step founder and sponsor, George Soros, through his Open Society Foundation,
wanted to create a childhood education project that would ultimately lead to a new partici-
patory citizenry beginning with the youngest members of society, its children. 59 Educators
and parents in the countries involved have been enthusiastic — and, by the end of the second
year Step by Step was in 1,500 classrooms serving over 37,500 children and families. Most
countries have been successful in getting local funding for the programs.

Through a subcontract with Children's Resources International of Washington, D.C.
which is the Open Society's technical assistance arm for the Step by Step project, de Fosset
and Trohanis have hosted two groups of Russian teachers and administrators in the United
States, and deFosset estimated that she's visited Russia "16 or 17" times. While in the U.S.
Russians received training and visited numerous preschool programs. "When we're in Russia,
we do training in the cities in Russia — and then we visit programs and provide feedback on
existing programs," said de Fosset.

Marilyn Pease of New Bedford, Massachusetts wrote an article for the May 22, 1998
issue of The Standard-Times of New Bedford entitled "MCAS Tests Undermine Rights of Par-
ents" which deals with the same subject covered by Mr. Jacoby's May 7 column, but from a
parent's perspective. Excerpts follow:

Once upon a time, Americans lived in a republic, where the voice of the minority carried
as much weight as the voice of the majority because of a representative government. Laws
and rights applied to individuals whether one, one hundred, or more people exercised their
rights as opposed to marching lockstep or allowing themselves to be herded.

The Noxious Nineties : c. 1 998

395

Along comes the Massachusetts Comprehensive Assessment System. The Department
of Education wants us to believe that it's mandated for all 4th, 8th, and 10th graders and that
the law has not provided for students or parents to "opt out." However, the law also does
not specifically prohibit parents from exempting their children from the assessment; doing
so would be a usurpation of parental authority and responsibility.

The state Supreme Court recognizes that children are not mere creatures of the state.
Those who nurture and direct their destiny have the right to prepare them for additional
obligations. Furthermore, Public Law 96-88, Title I, Section 101, number 3 states: "Parents
have the primary responsibility for the education of their children and states, localities, and
private interests have the primary responsibility for supporting that parental role. ". . .

I submitted my intent in writing to exempt my son from MCAS. Despite my lack of per-
mission, the test was administered to him, regardless. What ever happened to parent/school
partnerships? What if parents expect the public schools to provide factual information for
their children to assimilate instead of the assessment of opinions their children are expected
to synthesize, opinions that are being scored toward state standards, and opinions that will
consequently be remedied until that standard is achieved?

We the People are allowing a major paradigm shift to occur, in which the state will
be directing student destiny based on his or her performance on the MCAS. This correlates
with MGL Chapter 69, Section ID (I), which parents may review but not contest. Did par-
ents knowingly relinquish their rights and authority upon enrolling their children in public
schools?

Mr. Rick Atkins from the DOE's Accountability and Evaluation Services agreed that
the law does not prohibit a parent from exempting their child from the MCAS. However, he
said the child would receive a score of zero, which would be averaged with and thus would
affect the entire school district. (Is that in the law, or another arbitrary and capricious rule
the DOE spontaneously made up? Did our local educrats bother to ask?)

By refusing to exempt any child from the MCAS upon parental request, one might
presume that their child is being exploited by the public schools so as not to bring down the
average scores of the entire district. It appears that fundamental civil liberties are also being
violated, but who cares? It's only one person, maybe a few. I guess it's easier to perpetuate
the deception than to acknowledge it. Then We the People would have to do something
about it.

AL CUOCO AND FAYE RUOPP, FORMER MATHEMATICS TEACHERS WHO WORK IN MATH EDUCAtlOIl,

wrote an article entitled "Math Exam Rationale Doesn't Add up: Simple Questions Are Often
Posed in Unnecessarily Complex Ways" which was published in the May 24, 1998 issue of the
Boston Globe. Excerpts follow:

In the Foreword to the "Guide to the Massachusetts Comprehensive Assessment System:
Mathematics" former Commissioner of Education Antonucci says: "I believe that teachers
and administrators will find the sample questions to be particularly helpful in bringing the
Massachusetts Mathematics 'Curriculum Frameworks' learning standards to life in classrooms
and schools."

Like many teachers across the state, we studied the sample questions and were dis-
mayed by what we found. We challenge the assertion that the tests given in the last couple
of weeks reflect learning standards and, even more importantly, we question the assertion
put forth by Antonucci that "this critical new program... is designed to raise the academic
achievement of all students of the commonwealth."

396

Indeed, the battery of tests given in grades 4, 8, and 10 follows a tradition with which
teachers are quite familiar. It is one more example of a numerical indicator that can be
improved over time without significantly increasing our students' understanding. In other
words, the test is designed so that the first-round scores will be low and so that scores can
be improved, year by year, by an evolving cottage industry of coaching techniques.

Teachers know how to prepare students for tests like these, but they will certainly fail
to do so this year since they received the guide documents only three months before the
actual tests. But test scores will go up in subsequent years as teachers take valuable class
time away from what they know is important and spend it on test preparation. Government
officials will then make public statements about raising academic achievement, and, once
again, our students will be shortchanged.

We are former mathematics teachers who continue to work in education. We are out-
raged that teachers and students have to waste valuable classroom time on tests that are not
only poorly constructed, but also contain content that is unnecessarily vague, complicated,
and inappropriate. We are worried that MCAS will raise havoc with existing curriculums
without any real benefit to students' mathematical expertise.

We examined the mathematics guide documents closely, and will comment specifically
on those for grade 10. We encourage the public to look closely at this guide and those for
other subject areas as well, since much of the debate over MCAS has not focused on the
quality of the tests.

Our claims that scores will rise over time without any benefit to our children is based
on what we found: The majority of the sample questions are shallow, one-step problems,
and it's possible to solve most of the problems using very little mathematics. But the ques-
tions are posed using unnecessarily sophisticated mathematical notation or appealing to
conventions that are not universally taught in 10th grade classes. In other words, the tests
ask trivial questions in obscure ways.

Teachers all over the state will soon abandon curriculums that they know are educa-
tionally sound so they can teach material of questionable content validity to prepare students
for the MCAS.

[Ed. Note: The May 5, 1986 St. Louis Globe Democrat article "School Officials Upset by New
Plan" reports that school officials in St. Louis made the same, exact prediction. (See 1986
entry.) This process also correlates to the National Center for Educational Statistics' plans to
judge "teacher quality" by increase in "student performance"— teach-to-the-test. (See 1992
entry for Filling the Gaps.)]

The Spring 1998 issue of Association for Supervision and Curriculum Development's

Curriculum Update was devoted to arts education and the main article was entitled "Arts Edu-
cation: A Cornerstone of Basic Education." This writer, always a supporter of music and art in
the public school curriculum, was educated regarding the real purpose of arts education when
reading Arts and the Schools by Jerome Hausmann, one of the four books commissioned for
John Goodlad's federally and foundation-funded The Study of Schooling. (See 1979 Schooling
in the United States.) The Curriculum Update article exposes these same "reformed" purposes
for arts education as devised by those contributing to America's dumbing down. Excerpts fol-
low from this enlightening article:

CLAIMING ITS PLACE IN THE CORE CURRICULUM

"Today's school gatekeepers think of arts education as they experienced it, as holiday

The Noxious Nineties : c. 1 998

397

art or as recreation, not as a cognitive process," says Leilani Lattin Duke, director of the
Getty Education Institute for the Arts. By studying the arts, students can develop capacities
for critical thinking and problem solving, she explains.

"The arts represent forms that humans have created to convey their feelings, their vi-
sions, their aspirations, and their values," says Elliot Eisner, professor of education and art at
Stanford University. "The presence of arts in the schools makes it possible for children and
adolescents to learn how to read the images that arts provide.... Children need to be able to
look at art and images and to recognize their historical and cultural significance in order to
understand the message being conveyed."

Once children can interpret these sometimes confusing messages, they will need to
learn how to manage them. "A lot of what is taught in school suggests that there are correct
and incorrect answers to questions, as evidenced by the use of multiple-choice and true/false
tests," explains Lehman. "In the real world, questions aren't posed that way." For example,
questions about how to achieve world peace or end world hunger don't have any easy an-
swers. The arts naturally require people to seek multiple solutions.

[Ed. Note: The writer understands and appreciates the artist's legitimate role of creating a
painting or writing music as an expression of his own feelings about life. That is what makes
art so special. However, social engineers should not use art to promote their own agendas in
the classroom. The reader is urged to turn to the 1970 entry which quotes from Leonard S.
Kenworthy's paper, "The International Dimension of Education: Background Paper II Prepared
for the World Conference on Education," which says in part:

For example, the writer has found tremendously effective a 10-minute film on the United Na-
tions, entitled "Overture." There is no narrative in this film; the pictures are shown against
a background of music, with the Vienna Symphony Orchestra playing the Egmont Overture.
It is a powerful learning device and moves its viewers in a way few other approaches touch
them.

Anyone familiar with Chairman Mao's brainwashing in Red China understands the use
of theatre, art, and music to indoctrinate citizens.]

The Business Section of the May 27, 1998 issue of USA Today carried an article entitled
"Schools Learn Lessons in Efficiency from Business." Excerpts follow:

The biggest experiment, however, involves the public school system itself. In one of the
most ambitious attempts yet to take something that works in business and apply it to public
education, the 19 schools here expect in six months to become the first school district in the
world to be ISO 9000 certified.

ISO 9000, a sort of Good Housekeeping Seal of Approval for businesses, is a way of
enforcing excellence that has been embraced by businesses worldwide.... But because the
Lancaster [Pennsylvania] schools have identified their customers to be students and parents,
ISO 9000 by definition must also force improvements in curriculum, teaching methods and
anything else that leads to the ultimate goal of higher academic achievement.

There is growing optimism in education circles that this could be the landmark experi-
ment that finally marries education to a nuts-and-bolts business tool. ISO 9000 proponents
say it will enforce discipline, not upon the students, but upon an unwieldy system. It will
enforce consistency so that average teachers closely resemble the best.

Will it work? Mixed signals abound. Interviews find Lancaster teachers and principals

398

sold on ISO 9000 — but unable to articulate how it will affect the classroom. That's a red flag
to the business world.

The U.S. Department of Education is so hopeful that it is funding the Lancaster ex-
periment with $800,000 in federal grants. [With a per pupil expenditure of $18,000 a year,
the Lancaster School District is having a hard time making ends meet and was at the begin-
ning of 1999 saddled with $95 million in debt, ed.] It will be the first school district to get
certified, although the Brandywine district in Delaware is not far behind.

The New Jersey State Legislature wants the state's entire public school system to be
ISO 9000 certified and has enacted a waiver from state monitoring to those that implement
it. However, only four of 600 school districts are so far considering it.

Success is far from certain. ISO 9000 is laden with flowcharts and statistics and comes
steeped in manufacturing terminology guaranteed to make teachers cringe. Curriculum is a
"process control." "Scrap" is a lost learning opportunity.

The biggest roadblock has been the inability of educators to fully understand it. There
have been workshops for two years, but many still are unable to cite examples about how
it has changed the classroom.

That's a warning sign to Kurt Landgraf, chairman of DuPont Europe, who has a master's
degree in education. At this stage in ISO 9000 training, every employee "should be able to
tell you exactly what they're doing differently," he says.

But Robert Bowen, the business consultant the school district hired to implement ISO
9000, says he's not worried. He knows first-hand that ISO 9000 is difficult to grasp because
he's spent a decade unsuccessfully trying to explain to his parents what he does for a liv-
ing....

Business leaders hesitate to get their hopes up. Throughout the 1990s schools have
dabbled in continuous improvement and other pieces of total quality management (TQM) .
But despite those methods, U.S. 12th graders finish ahead of only Cyprus and South Africa
in the international Math and Science Survey, says IBM CEO Louis Gerstner.

Trade magazine Quality Progress said the number of public schools surveyed that had
TQM projects in 1997 dropped 32% from 1996.

"We lost our way," says Mary Schutz, a principal in Wagon Mound, N.M. where teach-
ers were once as excited about TQM as Lancaster's are about ISO 9000.

He (William Kiefer, the Lancaster schools' ISO coordinator) also promises solid evidence
by this fall that academic achievement is on the rise in Lancaster.

So far, such evidence does not exist.

[Ed. Note: When the writer attended the 1992 National Governors Association "Quality in
Education" Conference held in Minneapolis, Minnesota, the session designed for school and
other public officials was facilitated by a representative of IBM. During the question and
answer period, a superintendent inquired about what to do when the expense of processing
older teachers through staff development was not yielding changes in their behavior or level
of acceptance of "reform." The facilitator, without a second thought, pointed to the TQM
flowchart on the wall behind her and indicated a box marked "Waste Management." She then
answered, "You watch them; you document their mistakes; then you get rid of them." That is
the TQM/ISO 9000 process at work.]

Association for Supervision and Curriculum Development's June 1998 issue of Education
Update carried a "Message from the Executive Director" subtitled "South Africa Tackles Ambi-
tious Curriculum Reform Effort." Revealing excerpts follow:

The Noxious Nineties : c. 1 998

399

In March 1998, I traveled to Cape Town, South Africa, as a participant in the Comparative
Human Relations Initiative Consultation, funded by the Ford Foundation through a grant
awarded to the Southern Education Foundation in Atlanta, Georgia.... South Africa's education
system is crippled by the legacy of apartheid as it struggles to deal with issues of inequity and
quality. . . . Consequently, the brew of raised expectations among the ever-growing numbers
of the poor and the government's inability to respond portends trying times ahead.

The new government is trying to respond to this situation through an enterprise called
the National Qualifications Framework (NQF) , an innovative education and training paradigm
that uses outcome-based education to prepare students to be lifelong learners. Subsequently,
a massive curriculum reform effort entitled Curriculum 2005 was initiated in January of the
1998 academic year in all primary schools. But the solid vision behind Curriculum 2005 has
been marred by inadequate implementation of strategies and resources.

Various public and private groups have either supported or criticized the government's
decision to implement Curriculum 2005, which is based largely on the tenets of outcome-
based education. Sangaliso Mikhatshwa, Deputy Minister of Education, asserts that "this
system offers much in South Africa's move away from the rote learning and content-driven
curricula of the past." He further contends that it represents a "head, hands, and heart ap-
proach, " as learners are required to indicate what they have learned in terms of knowledge,
skills, and attitudes.

It is still too early to predict whether these difficulties represent mortal wounds to the
government's education reform plans or merely predictable roadblocks along the way to
successful innovation. The one thing that is certain about South Africa is the predictability
of the unpredictable. Still, there are insurmountable courage, hope, and optimism among
South Africa's peoples.

[Ed. Note: The language in this article — particularly the wording "offers much in South Africa's
move away from the rote learning and content-driven curricula of the past" — parallels and
echoes that of the opening pages of H.R. 6, the reauthorization of funding for the Elementary
and Secondary Education Act, which called for funding programs and curricula which would
not address so-called "lower order skills." This language is interpreted to mean memorization
of facts and basic academic skills as we have always known them. In addition, the reader
should understand that outcome-based education is based on Effective Schools Research, the
basis for international education reform, and that it has generated intense opposition abroad as
well as in the United States of America. 60 The writer also assumes that language contained in
International Loan Agreement guidelines issued by the World Bank to facilitate "development"
in South Africa may have contributed to the adoption of this internationally accepted (man-
dated) Skinnerian method. (See November 17, 1984 Maine Association of Christian Schools'
letter regarding Kevin Ryan, Portugal, and the World Bank, and Appendix VI which relates to
Korea and the World Bank.)]

The June 7, 1998 issue of Oregon's Statesman Journal published an article ENtitled "Sa-
lem- Keizer Test Scores Fall." Excerpts follow:

Salem-Keizer student scores dipped for the second consecutive year in a prominent achieve-
ment test, dragging district scores further below the national average.... "We can't and
shouldn't try to make any excuses for it," said Dan Johnson, the district administrator
spearheading education reform efforts. "It's fairly consistent across each of the categories
in terms of the decline."

400

"Some averages fell to the 40th percentile or lower."... District administrators were
hard-pressed to pinpoint reasons for the falling scores.

Johnson attributed it partly to school reforms and a phenomenon he called the "change
curve." Schools that shift their teaching approaches often witness dips in scores while
they're trying to make changes in the classroom.... Candalaria has worked hard to improve
students' creative thinking when approaching math problems.... But by focusing on new
skills, teachers might have given less attention to basic math computation, where scores are
dropping, she said.

The Atlanta Constitution ran an article entitled "Gingrich: Taps for Textbooks — He

Says Computers Will Replace Them" in its June 9, 1998 edition. Excerpts follow:

[Newt] Gingrich, speaking Monday at the Supercom trade show at the Georgia World Con-
gress Center, said the onrush of technology will make textbooks obsolete.

"One of the goals should be to replace all textbooks with a PC," the Georgia Republican
said. "I would hope within five years they would have no more textbooks."

Personal computers are the new focus for learning and students should be given one
when they enter first grade, he said.

That suggestion drew immediate fire from Washington, D.C. -based author Harriet Tyson,
who wrote A Conspiracy of Good Intentions: America's Textbook Fiasco.

Gingrich has distorted technology's value, she said. "He is like a 16-year-old who just
fell in love with computers. He is not a techie. He's just in love with techies."

Gingrich, a former college professor who peppers his talks with references to writers such
as Peter Drucker, W. Edwards Deming and Alexis de Tocqueville, also called for an overhaul
of the nation's schools. Gingrich urged that schools be judged in a business context.

Gingrich argued that Internet connections should often be available to replace the
traditional lecture by a professor. In contrast to the old-style teaching model, the Net would
be accessible 24 hours a day, he said. "We have to become a learning society."

[Ed. Note: The following quote from the 1971 The Individualized Learning Letter entry echoes
the views of Newt Gingrich:

Down with textbooks! Textbooks not only encourage learning at the wrong level (imparting
facts rather than telling how to gather facts, etc.), they also violate an important new concern
in American education — Individualized Instruction.

This is also another instance which reminds us of the gravity of the consequences of
H.R. 6 (reauthorization of the Elementary and Secondary Education Act of 1965) and its as-
sertions that "lower order skills" (memorization and basic academics) should not be funded
or promoted.]

The Tri-City Herald of Kennewick, Washington carried "Group Supporting Paula Jones
Case Sues Pasco Schools" by Wendy Culverwell in its June 11, 1998 issue. The article tells us
that:

The organization that is paying Paula Jones' legal bills in her sexual harassment case against
President Clinton filed suit Monday against the Pasco School District.

The Noxious Nineties : c. 1 998

401

The suit contends the district violated the constitutional rights of a former teacher who
objected to outcome-based education.

In the action filed in U.S. District Court in Spokane, the Rutherford Institute alleges the
district wrongfully terminated Barbara McFarlin-Kosiec and violated her constitutional rights
to free speech and free exercise of religion. The complaint seeks economic damages.

Ken Rice, the Kennewick attorney who represents the district, said the district hasn't
been served with the complaint, but he doesn't believe the suit has merit. He said the district
would defend itself vigorously.

According to the press release issued by the Rutherford Institute, McFarlin-Kosiec was
forced to resign as a teacher in 1995 because of her opposition to outcome-based education.
She was a veteran teacher when she was hired in 1993 to teach at Mark Twain Elemen-
tary.

The lawsuit was filed by Greg Casey and Bruce Gore, Spokane attorneys affiliated with
the Rutherford Institute. . . . The Institute describes itself as an international, non-profit civil
liberties organization specializing in the defense of human rights.

Neither McFarlin-Kosiec nor her attorneys could be reached for comment Wednes-
day.

[Ed. Note: The reader will recognize the name of Barbara McFarlin-Kosiec as one of the teach-
ers who reviewed and endorsed the deliberate dumbing down of america. Who better could
understand the consequences of opposition to the restructuring paradigm shift?]

The Washington Times of June 11, 1998 printed an Associated Press article ENtitled
"Congress to Expand Education Savings." Important excerpts follow:

House and Senate negotiators agreed yesterday on a bill to expand tax-favored savings
accounts for educational expenses, including tuition at private and religious schools, and to
erase a ban on President Clinton's proposed national standardized tests. The deal removes
an obstacle to President Clinton's plan for voluntary national tests in fourth-grade reading
and eighth-grade math. Negotiators deleted an amendment passed by the Senate in April that
would have banned the standards-based tests unless specifically authorized by Congress and
would have converted some Education Department programs into block grants.

The negotiators also tacked on a reading bill, supported by Mr. Clinton, that must be
signed in order for $210 million to be spent starting July 1 for research, teacher training and
grants to help improve reading instruction.

[Ed. Note: Although the above legislation did not become law, the importance of this entry
relates to (1) the removal of the ban on national testing and (2) the approval of legislation
which will mandate a particular method of reading instruction, Skinnerian Direct Instruction
in The Reading Excellence Act, which did pass a few months later in November of 1998 as part
of the omnibus budget.]

AS A SMALL ITEM IN THE JUNE 19, 1998 ISSUE OF THE WASHINGTON TIMES, AN ARTICLE appeared

entitled "Panel: Make Education Career-Focused" which says in its entirety:

All high school students should receive a mixture of academically challenging courses
and work experiences regardless of whether or not they plan to attend college, a group of
business leaders and educators said yesterday.

402

The report singled out Thomas Jefferson School for Science and Technology, an elite
public high school in Fairfax County [Virginia] , as proof that such an approach doesn't have
to sacrifice academics.

June 19, 1998 the European Commission Directorate General for Education, iRAiNing

and Youth in Brussels, Belgium issued another call for proposals under the Leonardo da Vinci
Programme Document "Cooperation in Higher Education and Vocational Education and Train-
ing between the European Community and the United States of America." Excerpts from the
Internet post follow:

Over 17,600 young people are on placements in other European countries under the Leon-
ardo da Vinci programme.... The European Commission has granted assistance totalling
ECU [European Community Unit] 29.7 million to 22 countries taking part in the Leonardo
da Vinci vocational training programme in order to organise transnational placement and
exchange programmes for young people and trainers throughout Europe. Over 17,600 young
people undergoing initial training or in employment will carry out a period of training in a
company or training establishment in another country participating in the programme, in
order to gain experience and improve their employment prospects.

The sectors of activity in which these young people and trainers will exercise their
mobility are extremely varied and cover both industry (e.g., apprenticeships in electrical en-
gineering) and agriculture (e.g., training in aquaculture) , as well as services (e.g., the hotel
trade or catering) . The aim of such placements is to acquire certified occupational experience
and in the case of longer placements, to learn an additional skill.

Continuing her excellent work as "watchdog" on behalf of Ohio taxpayers, State

Board of Education member Diana Fessler — an articulate opponent of the school-to-work phi-
losophy—wrote a letter dated June 22, 1998 to U.S. Secretary of Education Richard Riley and
U.S. Secretary of Labor Alexis Herman in regard to her being barred from a meeting sponsored
by the National School-to-Work Office of the U.S. Department of Education on June 14-18,
1998 in Cleveland, Ohio. Ms. Fessler's letter is reproduced in its entirety in order to relay the
complete details of her experience.

Dear Secretaries Riley and Herman:

I am a duly elected member of the Ohio State Board of Education (SBE) with approxi-
mately one million people residing in my district. Section 3301.07(C) of the Ohio Revised
Code directs the SBE to administer and supervise the allocation and distribution of all state
and federal funds for public education in Ohio. Accordingly, I have an obligation to be fully
informed regarding education matters affecting my constituents.

Seeking to stay abreast of School-to-Work (STW), I made arrangements to attend a
meeting sponsored by the National School-to-Work Office (NSTWO) on June 14-18, 1998 in
Cleveland, Ohio. Forty-three states and Puerto Rico were represented. I was formally intro-
duced and welcomed from the podium by Ohio's STW director, and I attended the Sunday
through Tuesday morning sessions without incident.

On Tuesday afternoon, Ivan Charner of the Academy of Educational Development

The Noxious Nineties : c. 1 998

403

(operator of the NSTWO's Learning Center) told me I could not attend his closed "strategy"
meeting for the eight states that received first-round STW money. I find it incredible that
those who claim that STW is good for kids, good for the economy, good for our nation, and
worthy of replication find it necessary to conduct the public's business behind closed doors,
and I told him so. A woman nearby said, "Well, the FBI meets behind closed doors," and
I thought to myself, "Good grief, this is worse than I thought; these people think a STW
meeting is on par with an FBI operation. "

Mr. Charner referred me to Ms. Irene Lynn, Interim Director of the NSTWO. She con-
firmed that I was not welcome, saying: "It is just not an open meeting; it is a non-public
meeting." I asked, "Who is paying for this meeting?" and she acknowledged that taxpayers
were. I asked who decided to keep me out and she said that she had. I asked what the NSTWO
was trying to hide, and she said it was just a "working meeting," and that government work-
ers often get together for such meetings, and nothing was hidden.

These were not routine staff meetings. Participants had flown in from all across the
country to meet in a swanky hotel, at taxpayers' expense, to identify and discuss "obstacles"
that they face in moving the STW agenda forward and to develop "strategies" to overcome
those "obstacles."

Ms. Lynn attributed the "problem" to my "not understanding STW" and used the
common, and offensive tactic of characterizing those who do not blindly embrace STW as
being "misinformed" or "lacking in understanding." When I pointed that out, Ms. Lynn
corrected herself and acknowledged that the "problem" is philosophical in nature, not in-
formational.

It is no secret that I have serious reservations regarding the STW system. I have re-
searched it extensively, and I have made that research available to my constituents via my
web site — to the chagrin of STW devotees who seek to hide the full scope of STW from
the American people for as long as possible using whatever means necessary. Thus, they
attempt to conduct the people's business behind closed doors, or only in the presence of
the Enlightened. This bureaucratic tyranny undermines rational, open disagreement — the
hallmark of civil liberty in the arena of government.

To reaffirm that there was a concerted effort to bar me from the meeting, on Wednes-
day morning I entered the Communications Task Force meeting room and stood at the back
of the room. Stephanie Powers, Director of Communication & Public Affairs, Office of the
Assistant Secretary, U.S. Department of Labor, Employment & Training Administration; and
Peter Woolfolk, Special Assistant for Communications, Vocational and Adult Education, Office
of the Assistant Secretary, U.S. Department of Education, insisted that I leave.

One can only wonder what NSTWO was trying to accomplish by barring me from the
meeting. One might reasonably conclude that the decision to oust me was considered to be
the lesser of two evils; i.e., the repercussions of doing so being less problematic than risking
full disclosure of what took place during the meetings. I also found it troubling when Ms.
Powers said that I need to understand that "Congress has provided for these business meet-
ings" — implying that Congress would approve closed-door STW meetings.

Ms. Powers said that she knew that we did not agree on STW. As I told Ms. Powers,
STW is not the issue — it is whether the general public, through their elected representatives,
have access to critical public information regarding the work being done to re-shape our
schools, our economy, and our system of government. She had no reply Knowing that the
meeting would have been "shortened" had I stayed, I left the hotel, but there are still ques-
tions that need to be answered:

• By what authority did Mr. Charner, Ms. Lynn, Ms. Powers, and Mr. Woolfolk bar me
from the meetings?

404

• Why was it imperative that the public's business be conducted behind closed
doors?

• And, if STW is indeed good for kids and essential for the good of the economy, why
must the details be kept hidden from public scrutiny?

NSTWO has yet to provide me with copies of Ohio's Urban/Rural Opportunities Grants,
claiming that they cannot do so unless the grantees give the NSTWO permission to do so. Any
attempt to make the release of public records contingent on the one seeking the information
first getting permission from the recipient of federal funds is absurd, but it does illustrate
the extent to which your employees will go to restrict the flow of information. Therefore,
pursuant to the FOI Act, please see that I get a copy of each Ohio UROG grant including the
budget narratives and appendices, as well as the following documents relevant to the June
14-18 STW meeting in Cleveland: the communication from legal counsel regarding closed-
door meetings; all RFP's, SGA's, and contracts (including facilitation and technical assistance)
with appendices and the budgets; a list of all disbursements including date, amount, vendor,
and purpose; all notes taken by staff and "recorders"; all overheads, handouts, background
materials, audio tapes, and videos, and candidate applications, including resumes and ap-
pendices, of those applying for the position of Director of the NSTWO.

This is not a letter of complaint; it is a declaration: your people are out of control.
This letter also serves as formal notification that concealment of public information, unless
required for national security, will not be tolerated. Furthermore, I am seeking legal counsel
to determine if any state or federal laws have been broken regarding this matter.

The purpose of government is to serve the interests of the people — not to develop
legislative agendas, refine implementation strategies, and create marketing plans behind
closed doors. Apologies from bureaucratic bullies who willfully prevented me from gath-
ering the background information to enable me to carry out the duties of my office would
be meaningless. Ms. Lynn, Ms. Powers, Mr. Woolfolk, and Mr. Charner should be fired and
their positions filled by people who have a firm understanding of, and respect for, how rep-
resentative government is supposed to work.

Please give this letter your prompt attention. I look forward to receiving your personal
letter of reply.

On behalf of my constituents,

Diana M. Fessler

Ohio State Board of Education — Third Dis-
trict 61

CC: Senators Lott, Ashcroft, DeWine, Glenn Representatives Gingrich, Armey, DeLay, Boeh-
ner, Hyde, Hoekstra and Graham

The June 1998 issue of The Christian Conscience carried an article by education researcher
Bettye Lewis of Michigan entitled "Violence in the Schools: Part 2 — Achieving National Edu-
cation Goal Six." In this article Lewis asserted that "Goal 6 may be the most diabolical goal
in the Goals 2000: Educate America Act, since it is this goal which will strip away individual
freedoms in favor of the collective world community (New World Order). Will Americans
wake up and refuse to relinquish their unalienable (God-given) constitutional rights? Or will
they continue in apathy as they increasingly become drones in the coming New World Order?"

The Noxious Nineties : c. 1 998

405

Excerpts of Lewis's article follow:

The Michigan Strategy Proposal for Drug and Violence Free Schools and Communities
states:

Michigan now has one of the Nation's most aggressive and comprehensive long-term
strategies to reach Goal 6: "By the year 2000, every school in America will be free of drugs
and violence and will offer a disciplined environment conducive to learning."

Governor John Engler and the Michigan State Board of Education have worked jointly
to provide leadership and establish a clear plan of action to enable our schools and com-
munities to create safe, disciplined and drug free learning environments for our children
by the year 2000. It will demand local community action, greater coordination, and careful
targeting of $17 million in federal Drug Free Schools and Communities Act (DFSCA). 62

Throughout this document the Communitarian agenda is apparent. This philosophy
assigns responsibility to the community, not the parents, for the development of the child....
The section on "Action Items" refers to State and Local Goals and shows us how dictatorial
the state and federal Government have become toward recipients of Drug Free Schools and
Communities Act funds. Notice there is no choice — "the school district will..."

Every school district will develop a local school-community coalition and advisory team.
The data banks established for continual assessment and analysis will be the controlling
factor, not only regarding the individual, but the school and the community, establishing
community norms as well.... As one reads this proposal for accomplishing Goal 6, it becomes
clear this document became the foundation for the Bias Crime Response Task Force Report.
Surveys, marketing and a media blitz will be used to convince the public that violence is
out of control and every community must be used to address the problem and fully imple-
ment Goal 6. Five years ago — 1993 — this document (Michigan's Strategy Proposal) cited the
State Goal to be:

Every school-community drug education advisory team will review current needs assess-
ment and problem statements, undertake and complete a comprehensive needs assessment
with data sufficient to identify, alter or select prevention programming and utilize data
to plan evaluations of program impact by June 1994. The state will compile a county by
county risk and protective factor profile as a local resource and for comparative data.

The State Goal reveals just how extensive the databanks will be and how the data will
be used as a means to dictate how every school/community will address the problem and
develop prescribed national norms. The target date, June 1994, aligned perfectly with the
1994 Student Data Handbook: Elementary, Secondary and Early Childhood and the 1994
Staff Data Handbook: Elementary, Secondary and Early Childhood. 63 These data handbooks
were first developed in 1974.... One of the original ten data handbooks was on community
and number-coded community values — the values every U.S. community was eventually to
embrace as their norms. 64 ...

...The systems change and the implementation of the School-to-Work system will
force the continual assessment of children to analyze the progress being made toward the
elimination of all bias, individualism and privacy. Common unity cannot prevail unless all
children develop the predetermined behavior, attitudes, and values for existence in the in-
terdependent global society of the future.

The federal government is up to its old trick of creating a problem — which they cer-
tainly have done by limiting discipline in schools, subjecting children to certain learning
experiences, requiring inclusive education which requires juvenile offenders in tethers to be

406

in the regular classroom, requiring group consensus decision making and problem solving.
The violence problem has been advertised for quite some time, and the rigged survey results
will be used to continue the media blitz to gain public acknowledgment of the problem. The
solution to the problem was planned long before Goals 2000, but the objective was state
enforcement and control.

Most of the plan has already been implemented. Remember, everything is to be in place
by the year 2000. We already have alternative schools, after-hours programs, full-service
schools, day care, peer mediation, community service, character education, health educa-
tion, uniforms in some schools, etc.

Goal 6 data banks on violence and bias crimes open the public square to drowning in
the flood waters of the collective. Laws will be of no importance as norms become dictated
by the federal government via their data collection system. These norms are becoming very
evident: a new type of family (the community), gun control... efforts to modify the values
of Christians or any faith that disagrees with the norms of anti-individualism, population
control, promotion of the world community over nationalism, with survival only through
cooperation, collaboration and consensus, (pp. 14-23) 65

[Ed. Note: Lewis's expose of what is taking place in Michigan is a most valuable warning
for all Americans. In order to fully understand the significance of her expose, substitute the
names of your children, your town, your county and your state and you will feel chills race
down your spine.]

Dr. Lawrence W. Lezotte, senior vice president of Effective Schools, Okemos, Michigan,
presented a paper entitled "Learning for All — What Will It Take?" at the Sixth Annual Model
Schools Conference sponsored by Willard Daggett's International Center for Leadership in
Education, Inc., at the Renaissance Waverly Hotel and Cobb Convention Centre in Atlanta,
Georgia, June 28-July 1, 1998. An excerpt from Dr. Lezotte's paper follows:

A single school, as a system, can control enough of the variables to assure that virtually all
students do learn. The distinguished educational researcher Robert Gagne said that the es-
sential task of the teacher is to arrange the conditions of the learner's environment so that
the process of learning will be activated, supported, enhanced, and maintained.

[Ed. Note: Quoting from the 1969 entry in this book entitled Improving Educational Assessment
and an Inventory of Measures of Affective Behavior, the writer wishes to draw the reader's at-
tention to a most revealing statement from "The Purposes of Assessment" by Ralph Tyler:

Now, as the people from conditioning have moved into an interest in learning in the schools,
the notions of behavioral objectives have become much more specific. As far as I know, one
cannot very well teach a pigeon a general principle that he can apply to a variety of situations.
The objectives for persons coming out of the Skinnerian background tend to be highly specific
ones. When I listened to Gagne, who is an intelligent and effective conditioner, talk about
human learning objectives, I wince a good deal because he sets very specific ones. I know
that we can attain levels of generalization of objectives that are higher than that.

Making the connection between Lezotte, Gagne, and Tyler should help the reader un-
derstand that the restructuring going on in this nation's schools reflects the use of Skinner-
ian operant conditioning (OBE/ML/DI). Lezotte, one of the leaders of today's restructuring

The Noxious Nineties : c. 1 998

407

movement, has made this clear by his reference to Gagne, conditions and environment. The
high profile that Lezotte maintains with his Effective Schools organization and his consistent
appearance at Willard Daggett's meetings and seminars— and Daggett's close former asso-
ciation with William Spady of OBE fame — should demonstrate to the reader that all of these
participants and promoters of the restructuring movement are "singing the same tune," as it
were, and they sound exactly like Skinner's operant-conditioned pigeons. Lawrence Lezotte
has also served on the board of directors for The Effective School Report — this very important
and relatively unknown (to the public) journal.]

The Atlanta Constitution's July I, 1998 edition carried an article by Doug Cumming
entitled "Georgia Schools OK Tracking Systems" which confirmed the worst fears of education
researchers tracking Planning, Programming, Budgeting Systems (PPBS) and Management by
Objectives (MBO) for over twenty-five years. Excerpts from this revealing article follow:

Taking its biggest step yet to create a powerful new computer information system that can
track every state education dollar down to the attendance rates and test scores of every Georgia
classroom, the State Board of Education approved two major computer contracts Tuesday.

The two contracts, for as much as $31 million over the next 12 months, along with a
related contract tabled until July 9, will give school systems quicker access to information.

"For example, the new systems will let school systems instantly report students who are
absent for two consecutive weeks or suspended for drugs, alcohol, or guns. This will allow the
state to immediately revoke their driver's licenses under a law that took effect this year.

"That's just a taste of what is possible. In the future, by linking student records, staff
records and funding formulas, the new system will also allow local schools and state policy-
makers to see how well teachers and students are performing within specific programs.

"We know that in education for too long, programs have been implemented, and there
was never any comprehensive measurement," said Miriam V. Holland, director of adminis-
trative technology for the state Department of Education.

"The state goal over the next few years is to be able to pinpoint the cause of academic
weaknesses such as the recent failure rate on the science portion of the state's graduation
exam," she said.

Bonnie Knight, head of business and technology for the Rockdale schools, said she is
excited about what will be possible when a new student-information system is introduced
and linked to the accounting system. Then, teachers can punch up on their own computer,
within security limits, family and student records, and administrators can access the kind of
information that private businesses normally use to determine the cost-effectiveness of any
program. Knight says she knows of no other state that is linking student records with state
and local school accounting systems.

James Mullins, a lobbyist for DeKalb County schools, which uses its own information
systems, said the new system will put increasing pressure on systems like his to adopt the
state's system. He said many local systems quietly worry that the proposed new system could
eventually give the state the power of a "Big Brother" to control local schools directly.

[Ed. Note: The legitimate concern expressed by James Mullins of DeKalb County regarding
"Big Brother" comes as a timely warning for naive Americans who see nothing wrong with
providing any and all information — social security numbers, fingerprints, personal data — to
anyone who requests it, even, and especially, your local school officials. The reader is urged
to re-read the 1972 entry in this book which quoted from "Schools to Try New Program"

408

published in the Tallahassee, Florida The Ledger for the Cecil Golden comment which likened
PPBS/MBO — of which the above article is the fulfillment — to an atom bomb: "[L]ike those
assembling the atom bomb, very few of them understand exactly what they are building, and
won't until we put all the parts together. "]

"Vocational Project Lauded" was published in the Salem, Oregon The Statesman Journal
on July 7, 1998. This article discussed a program in which students repair donated computers
for use in schools (Students Recycling Used Technology or STRUT) . Some excerpts follow:

Gov. John Kitzhaber, addressing a national conference of educators Monday, praised a vo-
cational education program as an example of school reform that emphasizes results instead
of class time.

Students repair donated computers for use in schools through the program known as
Students Recycling Used Technology, or STRUT.

The program is a model for the next generation of vocational education in the United
States, Kitzhaber told the Education Commission of the States, an educational policy group
that includes governors and state legislators.

"The new model," said Kitzhaber, "provides standards and the basics but then requires
students to demonstrate that they can actually apply the knowledge that they've learned."

"Conceived in 1995, STRUT has placed 10,000 refurbished computers in schools and
has more than 800 students repairing computers statewide.

"The program's results have inspired educators in Washington, California, Arizona,
New Mexico and Texas to copy it. STRUT is a modern version of traditional vocational edu-
cation because it combines two objectives," said Frank Newman, Commission President....
"In Indiana, new programs similar to STRUT rely on professional technicians, not students,
to repair donated computers.... One downside is that a lot of what is donated is low qual-
ity, " said Carolyn Breedlove, a telecommunications lobbyist for the National Education As-
sociation in Washington, D.C. "Companies get tax write-offs often not commensurate with
the quality of the donations."

The July 9, 1998 issue of the South Bristol, Maine Lincoln County Weekly PUBlished
an article entitled "Darling Center Hosts UNESCO Conference" which illustrates the extent
to which even the smallest towns in our nation are being affected by international education
policies. The article states in part:

While the majority of residents and visitors in the area celebrate Damariscotta's past 150
years, a fledgling group of international visitors gather at the Ira C. Darling Marine Center
to plan for the future.

Participants in the third International Working Conference on Information Technology
in Education Management (ITEM) have come from 18 countries, including Australia, Japan,
New Zealand, China and the Netherlands, to share their research on integrating information
for education management....

..."One very important aspect of this work is how integrated information influences
or informs the decisions of school administrators and policy makers," said Ray Taylor, the
conference coordinator and a former superintendent of the Augusta school district....

While the Darling Center hosted the meeting, School Union 74, UNESCO (United Na-
tions Educational, Scientific and Cultural Organization), and a North Carolina company,

The Noxious Nineties : c. 1 998

409

OR/ED Laboratories, also supported the week's events.

"Most of the participants work with national information systems for education, with
Great Britain, Israel, Hong Kong, and New Zealand, having among the most advanced sys-
tems," Taylor said.

Speakers debated the benefits of standardizing student and school information across
regions. Such information systems benefit students by tracking their academic achievement,
as well as administrators who have individual children continually entering and leaving
their schools.

"This goes beyond counting cheese and buses," one participant remarked. "We want
to create consistent data on local, regional and national levels." [And international? ed.]

The July 11, 1998 issue of The Washington Times carried an article entitled "Classroom
Brain- Watchers?" by Kathleen Parker which discussed the federal government's plan to prevent
school violence by "adding psychoanalysis to our teachers' laundry list of responsibilities."
Excerpts follow:

I have a healthy paranoia toward government, born most likely of having been reared
by a misanthropic WWII pilot with a bomb shelter. Let's just say, when government bu-
reaucrats knock on my door and say, "We want to help you," I get the same feeling I got as
a little girl when the old man down the street reached over his cyclone fence to offer me a
piece of candy. Not "No, thanks," but "Run!"

When they come knocking to say they want to help my children, I reflect wistfully on
moats.

Such that when I recently heard about the federal government's plan to prevent school
violence by adding psychoanalysis to our teachers' laundry list of responsibilities, I began
pricing drawbridges.

Judging from the absence of news stories on the subject, you may have missed your
future. President Clinton first mentioned the plan in his June 13 radio address to the nation.
Education Secretary Richard Riley mentioned it again a couple of weeks ago during the Safe
and Drug Free Schools Conference in Washington, D.C.

Mr. Clinton has directed Mr. Riley and Attorney General Janet Reno to work with
the National Association of School Psychologists to develop a framework — "early warning
guide" — to help teachers and principals identify which kids are most likely to bring Grandpa's
deer rifle to school one of these days.

The plan also calls for expanding links between schools and local psychological com-
munities so children identified as "troubled" have access to counseling.

Because the guide is in the early planning stages, details are skimpy. No one knows
yet how danger signs will be defined or recognized, according to a Department of Educa-
tion spokesperson. Right off, I'd have to say it's pretty easy to tell which kids are dangerous
without creating a psychological bureaucracy. In nearly all recent school shootings, as Mr.
Clinton pointed out, the shooters announced their plans in advance.

In other words, if a kid says, "I'm going to blow everybody away tomorrow because
they've been picking on me since nursery school," you might assume trouble. If, on the
other hand, a third-grade boy draws a picture of a ship exploding with bodies flying in all
directions, punctuated by red ink blots, you might assume you've got a normal third-grader
on your hands.

But you can bet that won't be the thinking once the warning guide is in the hands of
extremely well-meaning educators and counselors, some of whom have the judgment and

410

perception of parakeets. That third-grader will wind up in some counselor's office for analysis
and reprogramming before you can say "Freud."
Paranoid? You bet.

My own child — a kind, sensitive 13-year-old whose disinterest in guns rivals his in-
terest in hanging up wet towels — drew incredibly violent pictures during his grade-school
years. The exploding ship with exploding bodies comes to mind. How might a newly trained
teacher — especially a female teacher without sons — interpret such a drawing?

Clearly a sociopath. Get that boy downtown!

Will any child who talks about guns be sent to the "thought police"? What about
playing cowboys and Indians, or "Star Wars" during recess? Does this qualify a child for
re-education? What sort of records will be kept?

Even Mr. Riley expressed concerns about the plan. "We need to be very cautious about
the idea of sorting out our children and labeling them," he said in the speech. "Too many
children are already being sorted out in our schools and too often this approach to education
has been harmful to minority youth."

Not to mention harmful to freedom. Can mandatory psychological profiling be far
behind? The potential for abuse of power and thought control is the stuff of science fiction.
But that's just the thinking of a paranoid. I probably just need a little psychotherapy.

And a big moat.

In the July 14, 1998 Congressional Record Congressman Henry Hyde (R., IL) iNcluded a
very important article written by D.L. Cuddy, Ph.D., former senior associate with the U.S. De-
partment of Education and consultant to the North Carolina House Select Committee for Federal
Education Grants. Cuddy wrote "Education: The New Transatlantic Agenda" which appeared
in the July 2, 1998 issue of Dunn, North Carolina's The Daily Record. Excerpts follow:

The White House released a statement May 18 at the conclusion of the U.S. -European Summit
in London, indicating that "through the New Transatlantic Agenda (NTA), created in 1995,
the United States and the European Union have focused on addressing the challenges and
opportunities of global integration."

One part of this "global integration" in 1995 was the agreement between the U.S. and
the European Community establishing a cooperation program in higher education and vo-
cational education and training.

The agreement, signed December 21, 1995, called for "improving the quality of human
resource development... transatlantic student mobility... and thus portability of academic
credits." In this regard, a joint committee would reach decisions by consensus.

As part of the NTA, the United States and European Union then convened a major con-
ference, "Bridging the Atlantic People-to-People Links," May 5-6. 1997, calling for "thematic
networks for curriculum development," and further stating that in an information-based
global economy, "governments too are obliged to adapt their economic, training and social
welfare programs."

The conference final report noted that in the United States, ACHIEVE has been one
of the organizations at the forefront of defining key issues in this regard and developing
strategies to address them.

ACHIEVE has been measuring and reporting each state's annual progress in estab-
lishing internationally competitive standards and business leaders involved have indicated
their commitment to consider the quality of each state's standards when making business
location or expansion decisions.

The Noxious Nineties : c. 1 998

411

The "Partners in a Global Economy Working Group" of the conference discussed "what
redesigning of curricula is required... (i.e., what career skills are needed)... portability of skill
certificates... institutionalizing cross-national learning/training activities."

Most people debating STW in America are familiar with the role of Marc Tucker, pres-
ident of the National Center on Education and the Economy. He's also on the National Skill
Standards Board (NSSB).

On the National Skill Standards Board website under international links, one finds
"Smartcards Project Forum," under which one reads: "The Tavistock Institute and the
European Commission are working on a feasibility study to research the effect of using
Smartcards in competence accreditation. The study will be carried out in the USA and parts
of Europe."

The project involves assessing and validating students' skills, with information placed
on personal skills Smartcards, which "become real passports to employment."

If without a passport one cannot enter a country, does this mean that without a skills
passport, one may not be able to get a job in the future?

In October 1997, the Tavistock Institute (and Manchester University) completed the
final report for the European Commission and described in a report summary were the rel-
evancy of Goals 2000, SCANS... typology with its "profound implications for the curriculum
and training changes that this will require," valid skills standards and portable credentials
"benchmarked to international standards such as those promulgated by the International
Standards Organization (ISO) . "

The report summary went on to say that "there is increasing attention being focused
on developing global skill standards and accreditation agreements" and there will be "part-
nerships between government, industry and representatives of worker organizations ... [and]
a high degree of integration... embedding skills within the broader context of economic and
social activity and specifically within the areas of secondary education work-based learning
and local and regional economic development.... The NSSB, Goals 2000, STW Program are
all combining to act as a catalyst to promote the formation of partnerships to develop skills
standards. In this regard, a system like 0*Net can be seen as the glue that holds everything
together. "

0*Net is a new occupational database system sponsored by the U.S. Department of
Labor's Employment and Training Administration and is being piloted in Texas, South Caro-
lina, California, New York and Minnesota. It includes information such as "Worker Charac-
teristics" (abilities, interests and work styles) and "Worker Requirements" (e.g., basic skills,
knowledge and education) .

Christine Burns, a veteran teacher of outstanding character, reputation and credentials,
labeled the St. Louis Career Academy a "diabolical gauntlet of pandemonium" in an article
entitled "School-to-Work Academy: A 'Model' for Chaos" which appeared in the July 1998
issue of The Education Reporter. Excerpts follow:

The Career Academy... was touted by education reformers as the wave of the future — the
"New Urban High School" — with the intent that it will eventually be open 24 hours a day.
The Career Academy was designed to be one of five "break-the-mold" School-to-Work model
high schools in the U.S. that are to be replicated throughout the country.

In May of this year, the Career Academy's facade of "success" and "achievement"
began to crumble when one of its teachers came forward to paint a sordid picture of chaos,
confusion and ineptitude at the school, calling it "a diabolical gauntlet of pandemonium"

412

for its students.

Mrs. Burns, after eight months' teaching at the academy, desired only to "get out of it"
and be "rid of the problem." But then the school district told her to read, critique and sign
off on a document entitled "Building the Foundation for Life-Long, Self-Directed Learning"
which according to Burns was "full of lies, suppositions and half truths." Realizing that she
could not sign the document, she says that neither could she "walk away without someone,
somewhere, knowing what I believe to be the truth about what is happening, or rather, not
happening at the St. Louis Career Academy."

Mrs. Burns drafted a rebuttal to "Building a Foundation" which she sent to the school's
principal, the CED Superintendent, the court-appointed vocational education monitor, and
the school district's seven board members. The rebuttal charges the school with "lying about
students gaining in academic achievement." It contends that "the school relies too heavily
on computers, that computer labs are typically chaotic and poorly controlled due to lack of
manpower," and that "destruction and theft of equipment are commonplace." "Students cheat
on computerized tests to advance to their next 'tier' (grade)," she wrote, adding that "the
school lacks practical in-classroom teaching, order and discipline." She charged that "children
at the academy have been part of a giant School-to-Work experiment for the past two years,
subjected to unproven and unorthodox practices and procedures, like rats in a maze."

Though the Career Academy has attempted to refute Mrs. Burns's charges, "Building
the Foundation"'s 37 paragraphs provide some clues as to their validity. Paragraph 9 refers
to the school's staff and students as remaining "intensely involved in an on-going process
of self-creation." Paragraph 26 whines that: "In spite of an explicit court mandate to 'break
the mold,' the academy continues to come under attack from proponents of the old system."
Yet paragraph 30 admits that "students have learned they can fool the computer by 'smart
guessing' or by memorizing answers for retests. Some students wonder how much of their
learning they will retain. Others have 'maxed out' on the English and math programs, and
do not feel challenged by their supplemental work."

Bill Carlson, an education researcher from Texas, covered the School-to-Career Acad-
emy Conference held July 23-24, 1998 at the Airport Hyatt Hotel in Burlingame, California.
Carlson's article should be in the hands of parents and small businessmen who have been
subjected to the skilled manipulation of the change agent promoters of STW. Excerpts from
Mr. Carlson's article, "Impressions and Concerns: A Preliminary Report" follow:

The School-to-Career (STC) "academy" featured two keynote speakers, J.D. Hoye and Wil-
lard Daggett. Hoye bills herself as J.D. Hoye, President, Keep the Change, Inc. Her web site
(http://inet.ed. gov./offices/OVAE/hoye.html) identifies her as the Director of the National
School-to-Work (STW) Office in Washington, D.C. (Note: STC and STW as used in this report
convey the same meaning.) Hoye's former involvement was with the Oregon Department of
Education and Office of Community College Services, Oregon, arguably and tragically the
most OBE-impacted state in the nation.... Both speakers are extremely smooth and clever
STW marketers. Both have a passion for ALL children to learn and seem convinced that STW
will "level the playing field." (It must, however, be mandatory that ALL children experience
STW. Why?)

Hoye gives the message that our current education system does great for 25-30% of
the students. She wants a level playing field for ALL students. She points to a book called
The New Basics as a guide. She plays down memorization, abstract and theoretical teach-
ing because they don't stick as well as cooperative project completions. Now is the time

The Noxious Nineties : c. 1 998

413

to promote STC throughout our communities because it "sunsets in 2001." Be creative in
finding ways to "convince" skeptics, especially parents. Involve them in the process and
they will believe the ideas generated were their own. Administrators should make sure, as
far as possible, that hiring, promotion and retention policies coincide with promotion of
school-to-work goals.

Students are the best communicators of the need for change and STW. Periodically,
a student was brought out to give a "first-hand example" of our need to change, change,
change to STW. She describes what we are doing (promoting school-to-career) as "the most
important thing happening on our planet!"

Willard Daggett was clearly the featured event, (web site — http://www.daggett.com)
He was introduced as one who is "taking on the task of promoting school-to-career in Cali-
fornia." If Dr. Daggett is the King of STW, Hoye is certainly the Queen. Daggett touts himself
as being the President of the International Center for Leadership in Education, Inc.

He offered thanks to educators for "hanging in there" in spite of all of the criticism.
His advice to the audience was, "Don't put the spin on STC as STC, but put the spin on 'The
Basics' in relation to school-to-career." (Fool 'em?) In order to effect change (the key word,
again!), you must have a passion to change. Basic conditions to create change: 1. Have
passion, 2. Have data, 3. Have leadership, and 4. Have staff development. Using these four
ingredients, you will have successful models to help market STC. Some of the 255 subject
areas in our schools should be taken out. "In America, when something goes into the cur-
riculum, it never comes out. " Examples given (I believe) to take out: some of the requirements
in math, science, social studies, etc. He wants schools to make room for information that
now "doubles every nine months!"

Daggett says reading for entertainment should be mostly replaced with reading and writ-
ing technical manuals and emphasis should be placed on procedure and process.... Daggett
said that the time has come to create controversy... He has discussed with neurosurgeons
(He has one in the family.) whether death is inevitable, or, with the advance of biotech,
an option. Heavy stuff!... In one of the "breakout" sessions that I attended, the focus was
on how to sell STW to an unaware community. For the past four years, educators, school
board members, teacher unions, and some employers have been the targets of repeated STW
indoctrination. Now, parents, students and others must somehow be hauled in. One lady
said she thought the name (STW) should be changed because a conservative group called
"the Eagle Forum" is openly and effectively critical of STW... Following skeptical comments,
the same lady concluded that, "Now, for sure, we'll have to change the name" and call STC
something other than STC. (Fool 'em!)...

I haven't heard speakers like this since the radical 1960's era when those demanding
"change" wore long hair, headbands and sandals, not a suit and tie. Daggett and Hoye con-
tinued to "evangelize" the vast cult-like following of those who now support radical changes
to our schools. Citizens are paying BIG-TIME for this experiment in social control, but too
few know much about STC. And probably would want no part of it if/when it's ever fully
explained to them.

I don't.

Dr. Ken Williams, an elected trustee to the Orange County Department of EDUcation and
board-certified family physician in Santa Ana, California, wrote the following August 27, 1998
letter to the American School Board Journal regarding the School-to-Work Career Inventory
and Assessments. Dr. Williams's incredible experience exposes the dangerous implications of
the use of psychological assessments, etc., to predict an individual's career potential. The full
text of Dr. Williams's letter follows:

414

Dear Sir:

I am writing you as an elected Trustee to the Orange County Department of Education in
California regarding the STW Career Inventory and Assessments. I was asked to share this
information with you because of my concerns with the STW program.

Last year, I took a computer-assisted career inventory program at the local high school
here in Orange County to determine what career pathway I would have been encouraged to
take if I were a freshman.

To my surprise, the career inventory programs encouraged me to follow a career pathway
that would lead to one of the following occupations: 1) Auto Muffler Installer, 2) Plasterer
and Drywall Installer, 3) Glazier, 4) Cement Mason, 5) Auto Body and Fender Repairer, 6)
Railroad Brake Operator, 7) Bus Driver, and 8) Modeling.

Now, let me state that I am not degrading any of these occupations. The good people
of this nation who are engaged in these fields are hard working Americans who deserve our
respect. My concern is that when I took this career assessment and inventory, I answered
all twenty or so questions with the idea that I wanted to be a family physician practicing in
the city of Santa Ana, California, where I took the career program at the local high school
(where a STW program is in place) .

In conclusion, I wonder how many smart and talented kids from traditionally disad-
vantaged minority groups in this inner city are being directed into low wage and low skill
jobs, instead of into professional and graduate schools. Is this the ultimate, "in-your-face"
federal program that will take away liberties and freedoms from our people?

Sincerely,

Dr. Ken Williams

William J. Braun, Sr., issued a press release dated August 29, 1998 from CLEVEland, Ohio
concerning a landmark education case, State ex rel. Stephen Rea v. Ohio Department of Edu-
cation. The press release discussed the successfully argued Stephen Rea court case regarding
the status of certain tests and assessments being declared public records:

Stephen Rea, relying on the U.S. Freedom of Information Act and the State of Ohio Availability
of Public Records Law, requested copies of sensitive testing materials used on his daughter
at West Branch High School, Beloit, Ohio.

His continued requests fell upon deaf ears, all the way up to the State Superintendent
of Schools. Rea argued that all classroom materials generated with government-funded dol-
lars constituted public records per se.

He would be allowed to view the requested materials, but only if he agreed to sign a
secrecy agreement that carried a fine and imprisonment clause if violated. On 28 August
1996, Rea filed a complaint with the Ohio Supreme Court, which was accepted for trial.

Rea sought judicial judgment against the Ohio Board of Education on four issues. The
case was tried in mandamus. In a powerfully worded majority opinion, the Court ruled in
favor of Rea and his daughter. {State of Ohio, ex rel: Stephen Rea, et al v. Ohio Department
of Education. Case No. 96-1997, in Mandamus.)

Tomorrow's battles will shift abruptly from school superintendents' offices and De-
partment of Education conference rooms to State and Federal Court Chambers, where they
are more likely winnable, including the recovery of reasonable fees and court costs.

Workforce Investment Act Puts America on Road to Fascism — Hillary's Global Village

The Noxious Nineties : c. 1 998

415

and the New World Order Are Officially Instituted by Congress" by Jim Day appeared in the
August, 1998 St. Louis Metro Voice monthly Excerpts follow:

"Few bills which we consider will have a greater impact on more Americans than the Work-
force Investment Act (H.R. 1385) we pass today." — Sen. Edward Kennedy [Congressional
Record, July 30, 1998, p. S 9490).

[PUBLISHER'S NOTE: Truer words were never spoken in relation to gaining total control
of the citizens of the United States and turning our nation into a fascist state. If you think
this is an outlandish statement, read this article. What you are about to read is the absolute
truth which is backed by more documentation than you could ever hope to read.]

On July 30 Senators Edward Kennedy (D) MA, Jim Jeffords (R) VT, Mike DeWine (R)
OH, Paul Wellstone (D) MN, Christopher Dodd (D) CT, and Jack Reed (D) RI, unanimously
passed by a voice vote the Conference Report on H.R. 1385 — the Workforce Investment Act
of 1998 — the latest version of "The CAREERS Act." A voice vote only requires a majority of
those present to pass or reject a bill. The report was then sent back to the House of Repre-
sentatives for review.

According to the Congressional Record, only six senators spoke on the floor. Due to
the fact that no roll call vote was taken, it is not known if any other senators were present
in the chamber at the time.

Late in the afternoon the next day, July 31, without any notice, when most congressmen
were on planes headed home, five congressmen, again by a voice vote, unanimously ap-
proved H.R. 1385, paving the way for President Clinton's signature on August 7. The five
congressmen were William Clay, Sr. (D) MO, Howard P. "Buck" McKeon (R) CA, William
"Bill" Goodling (R) PA, Dale Kildee (D) MI, and Matthew Martinez (D) CA.

Again, due to the fact that no roll call vote was taken, no one knows how many other,
if any, congressmen were present at the time of the vote. These 11 men and President Clin-
ton have just created and signed into law legislation which converts America's free market
economic system to a controlled or managed market system — the same type of economic
system which was established by Nazi Germany.

[Ed. Note: President Clinton, on August 7, 1998, signed this controversial school-to-work/job
training bill, the final version of the infamous CAREERS Act which grassroots activists had
worked hard to kill for over four years and had thought they had put to rest in the summer of
1996 when Senator Trent Lott refused to bring it up for a vote. These same activists were taken
by surprise when Rep. Howard P. (Buck) McKeon, proclaimed conservative from California,
appeared out of nowhere like a stealth bomber, reintroduced and assisted to pass similar legis-
lation in April 1997— this time titled The Employment Training and Literacy Enhancement Act
of 1997. Activists had little time to mount an effort to down this nasty stealth missile, allowing
it to go on to the Senate which, in turn, passed it in August of 1998.]

The National Academy of Sciences and the U.S. Department of Education-funded Pre-
venting Reading Difficulties in Young Children, Grant No. 0235501 (National Academy Press:
Washington, D.C., 1998), was critiqued by Ann Herzer of Arizona, M.A., reading specialist.
Herzer literally lobbed a well-justified grenade at those so-called "experts" involved in the
research and writing of the book, whose credentials indicate their long-term involvement in
programs for special education and in the promotion or development of Skinnerian operant
conditioning programs to teach reading and other subjects. Mrs. Herzer's critique follows in
its entirety:

416

The National Academy of Sciences is a private, non-profit organization which was
granted a Charter by Congress in 1963. The Academy advises the government on scientific
and technical matters, (p. iv)

The following three groups are named on the title page for the above book:

(1) Committee on the Prevention of Reading Difficulties in Young Children;

(2) Commission on Behavioral and Social Sciences and Education and

(3) National Research Council.

Apparently the first committee mentioned was responsible for the report (the book)
and members were "Chosen for their special competencies and with regard for appropriate
balance." (p. ii)

The Acknowledgments read like a Who's Who of Government Change Agents and Behav-
ioral Scientists. Reid Lyon (National Institute of Health — NIH) with whom I spoke regarding
The Reading Excellence Act, is listed, as are members connected with NIH's labs, several
members from the U.S. Department of Education, the Carnegie Corp., etc, etc., etc.

During the information-gathering phase, a number of people are mentioned who
made presentations to the committee on programs that focused on prevention of reading
difficulties. They did not say who selected the presenters. I am familiar with two names:
Ethna Reid [Keyboarding, Reading and Spelling) and John Nunnary {Success for All). I will
never forget Reid's government-sponsored (NDN) program, the Exemplary Center for Reading
Instruction (ECRI). The 1978 week-long ECRI workshop I attended started my investigation
into the Skinnerian Mastery Learning/Direct Instruction programs. Success for All is one of
the New American Schools Development Corporation programs, selected and approved by
Presidents Bush and Clinton for restructuring education, which also uses Skinnerian Direct
Instruction.

Several professional associations were mentioned along with groups, including Save
the Children International.

Some members of the Committee are worth mentioning: Marilyn Jager Adams who
wrote Beginning to Read: Thinking and Learning about Print (a real Pavlovian bell-ringer
disguised under phonics) and Edward J. Kame'enui, special education, University of Or-
egon and associate director of the federally funded National Center to Improve the Tools of
Educators (NCITE) — the same center with which Douglas Carnine (who was involved with
the failed Follow Through federal program and the government-sponsored Skinnerian S-R-S
program DISTAR — (Direct Instruction System for Teaching and Remediation) is connected.
DISTAR is now being touted by the government change agents and the radical right Heritage
Foundation as a Direct Instruction "scientific" program for teaching phonics (of all things)
to pre-K-3rd grade students.

Members and their qualifications are mentioned as follows: Catherine Snow, M.A. and
Ph.D in psychology from McGill University (Canada) ; Marilyn Jager Adams, visiting professor
at Harvard University School of Education and a previous research scientist at Bolt, Beranek
and Newman, Inc.; Barbara T. Bowman, co-founder and president, the Erickson Institute in
Chicago, Illinois, recent appointee to the Great Books Foundation and the National Board for
Professional Teaching Standards; M. Susan Burns, formerly on the faculty at the University
of Pittsburgh; Barbara Foorman, University of Texas, Houston Health Science Center and
also principal investigator of the Early Intervention Program of the National Institute of Child
Health and Human Development, consulting editor for the Journal of Learning Disabilities
and a member of the New Standards Project; Claude N. Goldenberg, a research psychologist
in the Department of Psychiatry, Biobehavioral Sciences at the University of California, Los
Angeles; William Labor of the University of Pennsylvania, currently engaged in several re-
search programs funded by the National Science Foundation and the National Endowment for
the Humanities; Richard K. Olson, associate director of the Center for the Study of Learning
Disabilities funded by the National Institutes of Health; Charles A. Perfetti, a senior scientist

The Noxious Nineties : c. 1 998

417

at the Learning Research and Development Center at the University of Pittsburgh; etc., etc.,
etc., who are supposed to give this hand-picked committee an "appropriate balance."

The "treatment" suggested in both of the above-mentioned books [Jager's Beginning
to Read and Preventing Reading Difficulties] for teaching young children to read appears to
have been designed for the mentally retarded to severely handicapped children — not aver-
age children.

This group is proposing language training from birth. Apparently parents are to be
trained as though none have any normal/natural instincts in child rearing or language.
HIPPY, PAT (Parents as Teachers) and other home-bound programs are now proposed for
the "at risk" — the poor and minority children, but how long will it be before the radical
behavioral scientists demand home visits and training for all children and their families as
was mandated in the former Soviet Union?

In my opinion, the individuals involved in producing the two above-mentioned books
and especially the U.S. government, who supplies the grant money, are not interested in
children learning to read but only in training and programming them for the planned global
workforce. Otherwise programs like DISTAR, ECRI and Madeline Hunter's Essential Elements
of Instruction would have been exposed and stopped long ago.

When I evaluated the Texas Alternative Document (TAD), I was not aware of the
significance of TAD until Reid Lyon and others responded on the internet education loop.
These individuals apparently are supporting the Skinnerian DISTAR, or similar programs,
as a method to teach reading through the distribution of TAD. TAD is now being pushed
in Nebraska as curricula for language arts. I predicted it would be the national model for
restructuring and teacher training. DISTAR is now training teachers in California, according
to Education Week. The big emphasis nationally is on "teacher training," especially in Read-
ing — "re-training," not "education" — is the emphasis [emphasis in original].

The September 1998 issue of the American Family Association Journal carried an article
entitled "Despite Heavy Funding Public Schools Showing Marks of Internal Crumbling" which
stated that 59 % of new teachers in Massachusetts failed to meet the minimum standard of a
basic reading and writing test. Excerpts follow:

This past April, the Massachusetts Board of Education for the first time required new teach-
ers to take a basic reading and writing test. Officials were horrified, however, to discover
that 59% of the new teachers failed to meet the minimum standard. John Silber, Board of
Education Chairman, complained that the test only required would-be teachers to score at
an eighth-grade level. The test results were "pretty frightening," Silber said. "These were
all college graduates."

Massachusetts's strategy following the embarrassment? Education officials lowered the
minimum score required to pass the test from a 77% to 66%. The new strategy succeeded;
only 44% of would-be teachers failed the test.

The September 16, 1998 issue of The Washington Times carried an article entitled "New
Tack Taken on Religion in Schools: Group Seeks End to Secular Bias" which chronicles the
publication of a new guidebook, Taking Religion Seriously across the Curriculum co-authored
by Charles Haynes of the First Amendment Center at Vanderbilt University and Warren Nord
of the University of North Carolina (Association for Supervision and Curriculum Development

418

and the First Amendment Center: Washington, D.C., 1998). The opening paragraph of the
article is very telling:

A group of educators and policy advocates yesterday united around a "new consensus"
on teaching about religion in public schools, calling it a long-shot agenda but the most likely
to satisfy all Americans....

..."If this book is the next step, it's a big step," said Diane Berreth of the Association
for Supervision and Curriculum Development (ASCD), which advises public schools on
teaching.

The "new approach" seeks a middle ground between totally secular schools and those
where the local majority religion is promoted by school officials. "Religion is still not taken
seriously in the public school curriculum," said Charles Haynes, a co-author of the new
guidebook.

Warren Nord, a University of North Carolina humanities professor and co-author, said,
"A full education must acknowledge different ways of knowing reality, from the scientific
and economic to the religious and moral."... Miss Berreth of ASCD said a few pilot schools
must test the new agenda to prove its effectiveness. "This may be a role of [charter schools] ,"
she said.

[Ed. Note: The above two authors made their remarks at a symposium with five other pan-
elists. The event was sponsored by the Freedom Forum and the ASCD, which published the
220-page book with the First Amendment Center at Vanderbilt University.

If anyone out there believes a book published by the Association for Supervision and
Curriculum Development (a spin-off of the National Education Association which consistently
issues tirades about Christians who believe in sound moral values) could come up with anything
the purpose of which is not to make further inroads into the destruction of whatever absolut-
ist values our children still have, then I suggest they have been living under a rock ever since
the 1940's when the drive to eliminate absolutist moral values from our schools started. The
ASCD was heavily involved in the mind-altering curriculum Tactics for Thinking.

Researchers and activists involved in following the circuitous path taken by those who
want to remove religious-based absolute values from this planet, starting in the schools, have
thrown roadblocks in their way every time they surfaced with a new sugar-coated version of
their sugar-coated values-destroying curriculum. How many more times must citizen researchers
leap forward to expose this fraudulent crowd which has used semantic deception (given its
programs the following misleading labels) and operated as the following entities:

• "Character Education" in the early 1970's (which advised those involved not to use
the "red flag" word "values");

• The Public Education Religion Study Center at Wright State University's "comparative
religion" curriculum (which was funded by Religious Heritage of America, Inc. and
the Lilly Endowment of the Eli Lilly Corporation);

• the appointed Maryland Values Commission, another project shared with Religious
Heritage of America;

• the American Institute for Character Education (AICE), funded by the Lilly Endow-
ment;

• the Williamsburg Charter proposal which led to the First Amendment Center's cur-
riculum "Teaching about Religion," and now, Taking Religion Seriously across the
Curriculum, which a high school teacher from San Diego, California said should be

The Noxious Nineties : c. 1998
mandatory reading" for all public school instructors.]

419

An article entitled "U.S. Announced Exchange Programs" appeared in the SEPtember 18,
1998 edition of the Odessa (Russia) Post which heralded the results of the U.S. -Soviet Education
Agreements signed in 1985 and numerous planning activities since 1985. Excerpts follow:

The program is administered by the U.S. Information Service. The American Council for
Collaboration in Education and Language Study (ACCELS), the International Renaissance
Foundation, and the International Research and Exchanges Board for Scholars (IREX) will be
responsible for processing applications, selecting candidates and administering the exchange
and scholarship programs....

...ACCELS will administer the U.S. -Ukraine Awards for Excellence in Teaching, which
will bring 15 Ukrainian teachers of English and American Studies to the United States... in
the summer of 1999. Finalists selected from participating regions can also win computer
equipment, copiers or internet access for their schools....

... [N]ot only can Ukrainians find out more about the American way of life, our values, be-
liefs, hope and ambitions, Americans will also learn more about Ukraine and Ukrainians.

"A Question of Effectiveness" by Andrew Trotter was published in the October 1, 1998
issue of Education Week's special report entitled Technology Counts '98 — Putting School Tech-
nology to the Test. This important special issue should be read in its entirety for an under-
standing of the plusses and minuses of using technology in the classroom. One interesting
chart on page 9 indicated that when the public and teachers were asked "How much do you
think computers have helped improve student learning?" members of the public, in contrast
to educators, were nearly twice as likely to say "A great amount" (MCI Nationwide Poll on
Internet in Education, 1998).

The October 7, 1998 issue of Education Week carried a full-page advertisement for the

Sixteenth Annual Effective Schools Conference to be held in March of 1999. This writer has
copied the advertisement in order to illustrate that any concern for academic instruction for
American school children is a thing of the past. (The semantic deception will be obvious.)

SIXTEENTH ANNUAL
EFFECTIVE SCHOOLS CONFERENCE

LEARNING FOR ALL— WHATEVER IT TAKES
March 4-7, 1999

Willard Daggett, Larry Lezotte, Ray Gollarz, Michael Fullan, John Jay Bonstingl, Ernest
Stachowski, Douglas Reeves, Alan November, Spence Rogers, Sandi Redenbach, Robert

Slavin

NSCI

NATIONAL SCHOOL CONFERENCE INSTITUTE 66
Phoenix, Arizona
Pre-Conferences:

420

Leading Learning for All
Making the Right Changes at the District Level to Assure Successful, Sustainable School

Reform — with Larry Lezotte

Educational Accountability in Complex School Systems
The Challenges of High Standards, Accurate Assessments, and Meaningful Accountability

with Douglas Reeves

CONTENTS

• Correlates of Effective Schools

• Developing the Leadership Team

• Meaningful Educational Accountability

• Creating Positive School Climate

• Managing Change to Implement Standards

• Instructional Strategies to Enhance Achievement

• Infusing Technology

• Ensuring the Success of All Children

• Effective School Improvement Planning

• Quality Teaching in the Classroom

• Communication Literacy

• Classroom Success — Applying Brain Research

• Motivating Students

• Assessments as a Performance Tool

• Quality and Equity in the School

• Site-Based Decision Making

• Learning Organizations

An article entitled "Character Education Catching on at Schools — Respect, REsponsi-
bility Emphasized" by Anu Manchikanti was published in the October 9, 1998 issue of The
Washington Times. Excerpts follow:

Character education is a national movement to bring universal virtues into the class-
room.

At Wasatch, a character education program has been in place for two years.

Thomas Lickona, director of the National Center for the 4th and 5th Rs (respect and re-
sponsibility) , says a moral decline in youth reflects a character crisis in the United States.

In his 1997 State of the Union Address, President Clinton called for schools to teach
character and mold children into good citizens. Most recently, Vice President Al Gore an-
nounced $2.7 million in grants for 10 states under the Partnerships in Character Education
Pilot Projects Program. The grants should allow states to work with school districts in devel-
oping curriculum and providing teacher training for character education programs. Iowa,
New Mexico and Utah have received such grants.

"It isn't a separate curriculum or an add-on or an extra thing," said Kristin Fink, char-

The Noxious Nineties : c. 1 998

421

acter education specialist at the Utah State Office of Education. "It's really something that
should be woven into everything we do."

According to Kevin Ryan, director of the Center for the Advancement of Ethics and
Character at Boston University, the potential for character education exists in all curriculum
to engage children in moral thought.

For instance, physical education teachers might emphasize the importance of play-
ing fair in athletics, or science teachers may stimulate discussion about the ethical issues
involved in genetic cloning.

"They're going to either learn good character or bad character," Mr. Ryan said. "It's all
an inevitable part of life that schools will have an impact."

But Murray Philip, a school board member in Nashville, Tennessee questions the idea
that character can be taught. "Who are we to decide what is good character, and what is
bad character?" he said. Mr. Philip doubts that character can be taught because he feels it
is learned through adversity and experience. Many argue that the job of teaching character
lies in the hands of families rather than schools. "There's an awful lot of kids who are not
being taught anything at home," Mr. Ryan said. "There's no such thing as a morally neutral
school."

[Ed. Note: In response to the statements by Thomas Lickona, it is hard for this writer to ac-
cept Mr. Lickona as a leader in the area of moral education considering his promotion of the
late Lawrence Kohlberg's humanistic "Stages of Moral Development" and morally relativistic
character education program "Ethical Issues in Decision Making."

As for Clinton's 1997 State of the Union speech, with the recently concluded impeach-
ment trial and the events which precipitated it, there are no words to adequately express the
irony of Clinton's calling for the schools to teach "character." Also, can one really imagine a
government-developed character education program or one that would be allowed to be used
in government-supported schools which would be effective, when government-supported
"scientific research" is based in an evolutionary perspective of our children being trainable
animals? Children observing teachers and others in authority exhibiting good character is the
best "character education. " Also, allowing school boards to hire teachers whose lives incor-
porate high moral character would do much to contribute to the solution of this problem.

After having read and said all of the above, the writer would like to issue degrees in rocket
science for all the parents who understand the problem!]

Approximately 3,500 people attended a rally on Sunday, October 11, 1998 at the Min-
nesota State Capitol in Minneapolis in opposition to Minnesota's graduation standards. [Some
accounts put the number present at as high as 5,000.] Minnesota's major media— The Minne-
apolis Star Tribune, The St. Paul Pioneer Press, The Minnesota Daily and four local television
stations— gave coverage to the rally. The Minneapolis Star Tribune article "Multiple Choice
Review of Education — Profiles of Learning Takes Central Stage at Gubernatorial Debate on
Education— Large Protest at Capitol Targets the State's Newest Graduation Standards" stated
in part:

Minnesota's Graduation Rule came under vigorous attack on Sunday as many hundreds of
residents rallied at the state capitol demanding an end to the academic standards known as
the "Profiles of Learning." Opponents lambasted the rule as an attempt to control schools
and a move towards a socialist government. Many fear the rule will force schools to steer

422

away from the basics and "dumb down" public schools. Organizers estimated the crowd at
3,500. Ronald Anderson, age 61, a grandfather from St. Paul said, "Public schools are teach-
ing more touchy-feely education instead of history, math and sciences and all that stuff."
He waved a sign that read "Do not experiment with our children."

[Ed. Note: Why was the above-mentioned important news item ignored by out-of-state media?
Is it because news coverage of successful opposition to restructuring in one state might serve
to encourage activists in other states?

Corporate and education journals indicate that those in charge of restructuring our schools
are not happy at all with the sluggish pace of restructuring due to the effectiveness of parent
and teacher opposition. If the reader puts all of this information together the obvious cannot
be avoided: opponents across the country are doing far better than they realize — they have
slowed down the restructuring of our nation from free enterprise to socialism far more than
they know. How many more "Minnesota" stories are there out there about which we know
nothing due to media censorship?]

The following news item was carried by USA Today in its October 12, 1998 issue:

Salt Lake City, Utah — The Utah School Boards Association has asked a judge to declare the
'98 Charter Schools Act unconstitutional. Charter schools are funded with public education
money, but are exempt from many of the restrictions on public schools. The lawsuit alleges
local school boards have control over schools in their boundaries, and that by reaching within
those boundaries, the state is creating a new school district without a public vote.

[Ed. Note: Hats off to the Utah School Boards Association. When education activists/researchers
in their many speeches across the nation referred to charter schools as "taxation without rep-
resentation" the silence in conservative audiences was "deafening."]

In 1998 the Northwest Regional Educational Laboratory, one of the ten LABORAtories
across the nation supported by contracts with the U.S. Department of Education's Office of
Educational Research and Improvement (OERI), provided the following information on its
"Education & Community Services: Emerging Issues" website (http//www.nwrel.org/pscc/
emerging. html). For the reader who may, understandably, want to have an up-to-date report
on the status of the restructuring of the nation's schools, through school-to-work and the
merging of education and workforce training with social services (systemic change), there is
probably no better source than the Northwest Regional Educational Laboratory. "Emerging
Issues" as of October 16, 1998 follow:

Twelve major emerging issues have been identified from an analysis of recent policy reports
and validated by a focus group of state leaders as having a significant impact on education
in the Northwest:

1. Acknowledging fundamental shifts in teaching and learning. A view of students as
active learners... emphasis on cooperative and applied learning.

2. Dealing with the rising threat of violence. High incidence of violence, substance
abuse, and gang-related crime are causing schools to review discipline policies, im-

The Noxious Nineties : c. 1 998

423

plement special curricula, and work increasingly with law enforcement and other
community agencies.

3. Assuring a sound infrastructure for education. A growing student population is on a
collision course with an aging and inadequate physical and fiscal infrastructure.

4. Strengthening the connection between education and work. Relationships between
education and work are being re-examined and restructured. ... [Marketplace requires
workers with higher levels of complex skills.

5. Garnering support for education reform. Education reform, like all change, is gen-
erating anxiety and opposition. Educators are increasingly attempting to involve
parents and community members in open, honest discussion.

6. Changing expectations for education decisionmaking and governance. . . . [increased
community collaboration, school site councils, and service integration efforts are
altering and redefining many traditional governance and decisionmaking processes.
[No approval of voters, ed.]

7. Using standards as a means to systemic change. Consensus that piecemeal changes
in schooling are not adequate to meet the challenges of the future is giving rise
to a growing emphasis on standards and assessment at all levels of the education
system.

8. Strengthening support and respect for teachers .... [T] eachers are the critical element
in providing quality education, and that their task is becoming more complex and dif-
ficult as they face increased expectations in teaching a more diverse student body.

9. Supporting young children and their families. Educators are defining their role in
working with families to ensure the healthy early development of children.... [Does
their role include interference in family life? ed.]

10. Increasing community collaboration and service integration. ... [C]hange occurs only
with the full commitment of the community, schools are getting involved in collabo-
rative efforts with many other types of organizations. [This collaboration, integration,
etc., represents a change in governance without approval of the voters, ed.]

11. Harnessing new technologies.... [C]omputers in schools are putting technology in
the forefront of efforts to fundamentally change the role of students from passive to
active learners and the role of teachers from information givers to facilitators and
coaches. [Clearly a shift from academic education to performance-based workforce
training, ed.]

12. Shifting the focus from risk toward resiliency. Realizing that the vast majority of
children develop into successful adults, educators and other service providers are
shifting their attention from deficit program models that address specific risk factors
toward program approaches that focus more on enhancing positive factors. [If the
reader understands #12, please contact the writer, ed.]

"Charter Schools Bill Now Law" reported The Arizona Republic in an AP report appear-
ing in its October 23, 1998 issue. Excerpts from this news item, which identifies the Democratic
Party with a Republican initiative, follow:

President Clinton on Thursday signed the Charter School Expansion Act of 1 998 to speed
the development of high-quality charter schools, a key element of his education agenda.
The law authorizes up to $100 million a year over the next five years for the planning and
expansion of charter schools. Clinton cited the charter schools legislation as an example of
bipartisan cooperation....

424

Clinton has set a goal of 3,000 charter schools nationwide by the time he leaves office.
There now are about 1,000.

Charter schools tend to be smaller and custom-designed. Under charter schools laws,
depending on the state, parents, community activists, teachers or even private companies
may set up schools under a special agreement or charter. The schools might emphasize a
particular curriculum such as arts or technology, or more traditional teaching methods using
repetition and drills, or experimental methods that let children learn at their own pace.

[Ed. Note: Charter schools are obliged to adhere to federal guidelines; i.e., Goals 2000, etc.
Individuals familiar with charter school legislation consider them unaccountable to the tax-
payers due to their being run by unelected councils; taxation without representation.]

A National Institute on Career Majors was announced November 4, 1998 by the National
School-to-Work Office. The accuracy of predictions made by anti-school-to-work citizens — that
their children's academic education would be watered down, if not eliminated, once the Marc
Tucker Plan moved out of its planning stage and into the following action mode — is demon-
strated by the following:

Just one month after it announced that all 50 states were "on board" to receive federal
School-to-Work Implementation Grants, the National School-to-Work (STW) Office has now
announced (Nov. 4) a National Institute on Career Majors to be held in Chicago, Illinois on
February 4-6, 1999.

"The purpose of the Institute is to bring together State Teams to strategically design a
plan to implement career majors at the State and local levels." To participate, states are asked
to assemble "an interagency team of 6-10 members representing State level policy-makers
around education and labor; business and industry; educators at the secondary and post-
secondary level; and include representatives from a local-level partnership that is currently
building a STW system around career majors."

Activities will "focus on strengthening the capacity of education and business leaders
to develop a standards-based curriculum leading to high skills, high wage, high demand
occupations. Through individual team facilitation, each State Team will develop or revise a
plan to organize school learning around career majors."

Attendance at this institute is limited to 15 teams, but more are sure to follow. Funds
are being provided for team travel. Funds are also going to be made available to states at a
later date to host similar career majors institutes for their local STW partnerships.

The event will take place at the Fairmont Hotel... Chicago, Illinois.

"New Model for Teacher Education — with Focus on Context and Workplace: Project Could
Better Prepare Students" by Michael Childs was published in the November 9, 1998 issue of
Columns (p. 2), a University of Georgia faculty newsletter. Excerpts from the article follow:

University of Georgia's College of Education is beginning a three-year project that
will attempt to bring together classroom and real-life work experiences in a way that could
change how teachers are taught and what they're taught to teach. The project could better
prepare students for the challenges they are likely to face in the changing workplace of the
21st century.

The college will develop and pilot-test a new teacher-education model that will place

The Noxious Nineties : c. 1 998

425

prospective teachers not only in the context in which they will work — the classroom — but
also in the context of where their students will work — community and workplace settings
in business, industry and the professions.

"Teachers need to understand much more of the pedagogy. Teachers need to understand
how it applies in life settings," says Dean Russell Yeany. "We don't just want to perpetuate
academic learning — at some point it has to be applied to the workplace...."

...A long-term goal is to have a much more effective school-to-work transition for
students.

"Schooling should transition right into work and I think schooling has become so
academic that it isn't transitioning well into work," says Yeany.

Funded for 18 months by an initial $864,000 grant from the U.S. Department of Edu-
cation, the Teacher Development Pre-Service Model of Excellence Initiative is one of the
college's largest and most ambitious projects ever.

"This is a big investment by the federal government to develop a model they hope will
become available to other colleges," says Yeany.

A student orientation to area business and industry will include both on-site and virtual
observation of manufacturing and business processes.

The November 16, 1998 edition of The Atlanta Constitution carried an article entitled
"Education in a Relaxed Atmosphere: Brain-Based Method — Teaching Trend Emphasizing
Creativity, Flexibility and Informality Growing in Area Schools" by Delbert Ellerton. The ac-
tivities described in the article are typical of the exercises promoted by Sheila Ostrander, Lynn
Schroeder with Nancy Ostrander in their book Superlearning 2000 (Dell Publishing: New York
1994), an updated version of their earlier book Superlearning. The following are excerpts from
the article:

At the front of Amanda Neff's softly lit, first-grade classroom in Henry County, a plant
sits next to the glass case that is home to Riley, a small black rat snake.

As Riley slithers around inside the glass box at Wesley Lakes Elementary School, a
group of students eagerly crowds around.

Riley is just one of the several ways Neff is bringing life to her classroom by teaching
students in ways that emerging research says they naturally learn. Instead of just reading
books about snakes, the students have the real thing right before them.

Teachers such as Neff are part of a national group embracing an approach formally
called brain-based learning. The trend, which surfaced in California in the 1980s, is based
on teachers being flexible and creative. It also is based on the belief that eliminating the
sterile, institutional environment encourages children to relax and learn.

In addition to using Riley, the snake, as an educational tool, Neff softens the mood in
her Wesley Lakes classroom by dimming the bright overhead fluorescent lights and turning
on lamps in corners of the room. She plays soft music on a computer CD player throughout
the day...

"It's making children feel more comfortable and taking away the threat. They're more
open. They don't shut down on me when I ask them something," Harris said.

Harris's students sit in groups of three in an arrangement educators call "tribes." The
setup is said to encourage teamwork. Teachers in Henry and Clayton counties have received
brain-based learning training through staff development workshops. One such workshop
in Clayton County is called "Symphony on Styles" and focuses on effective teaching meth-
ods for students' diverse learning styles, said Bobbi Ford of Clayton's staff development

426

department....

In October, Ford attended a brain-based learning conference in California which drew
educators from Sweden, Canada, Australia, South Africa and Mexico....

...Teachers in Coweta, Fulton and Carroll counties also use brain-based techniques.
One Coweta school plays classical music over the intercom.

A newly formed statewide brain-based learning advisory council met in Athens last
month, attracting 23 interested educators. The council is building a network to provide infor-
mation about brain-based learning, said Judith Reiff, an early childhood education professor
at the University of Georgia who is on the council.

[Ed. Note: Even though the reader can read the roots of Superlearning in this book's earlier,
1979 entry, the writer would like to repeat a section of Superlearning 2000 that gives an ex-
planation of what it is:

What is Superlearning?

These are the Superlearning core techniques that vastly accelerate learning and brighten
performance. Techniques that can help you take charge of change.

• Get into a stress-free, "best" mindbody state for what you are doing.

• Absorb information in a paced, rhythmic way.

• Use music to expand memory, energize the mind, and link to the subconscious.

• Engage your whole brain, your senses, emotions, and imagination for peak perfor-
mance.

• Become aware of blocks to learning and change, then flood them away.

Not even a multiple personality would want to use all the exercises and ploys offered
in this book. The idea is to give you a choice. You don't need to pick up very many to flesh
out the basic Superlearning protocols. First and foremost, Superlearning involves a new sense
of your self and your possibilities, a new perspective — a twenty-first century point of view.

In the first chapter of Superlearning 2000 on pages 8-9 we find the following quotes:

Five pages, that's all we devoted to Lozanov learning when we wrote about our Com-
munist odyssey. (See Psychic Discoveries Behind the Iron Curtain, 1970; updated and to be
republished, 1995.) Inquiries roared in from everywhere, even the Pentagon's Institute of
Defense Analysis. Western mind-groupies rushed to Sofia [Bulgaria], while a handful of
pioneering educators began the hard work of adapting the Communist learning system to
North America.

A genuinely powerful new way to learn, to expand memory, to excel began to emerge
in Des Moines, Toronto, Atlanta. By the late 1970s an innovative psychologist, Dr. Donald
Schuster of University of Iowa at Ames, founded the Society for Accelerative Learning and
Teaching (SALT) . Now there are professional societies in a dozen countries, including the
very international Society for Effective Affective Learning (SEAL) in England. At the time
only a few professionals had moved outside of establishment lines. What about all the other
people who always wanted to color outside the lines? We took what was proven and devised
something that wasn't: a do-it-yourself system. Superlearning, open to everyone. The generic
name is accelerative or accelerated learning.

Basic Superlearning draws from Lozanov and his sources, ancient ones like Raja Yoga,

The Noxious Nineties : c. 1 998

427

contemporary ones like Soviet science.... And we got lucky. We came across another "ology":
Sophrology, "the science of harmonious consciousness," a cornucopia of routes to excellence
still almost unknown in America, developed by Alfonso Caycedo, a Spanish M.D. every bit
as innovative as Lozanov.

[Ed. Note: These last sentences remind this writer of the early work of Roberto Assagioli, au-
thor of Psychosynthesis. The reader should also be made aware that Henry Levin of Stanford's
Institute for Accelerated Learning does indeed advocate the Superlearning (SALT, SEAL) method
for its member schools.]

"Coming Soon to a School Near You: Forced Labor" by Paul Mulshine, columnist, was

published in the November 29, 1998 issue of the Newark, New Jersey Star-Ledger. Excerpts
from Mulshine's article follow:

Imagine a state that uses its school system not to produce independent-minded, broadly
educated citizens, but compliant workers trained to behave. A state where, in their early
teens, children are forced to make a lifelong decision from 14 government-sanctioned career
possibilities with such depressing titles as "waste management," "administrative services"
and "manufacturing, installation and repair." A state where students in the government
schools are forced to spend one day a week toiling in menial labor.

The old Soviet Union? China?

Nope. New Jersey.

I wish I were making this up. But I'm not. This is a fair summation — minus the jar-
gon — of the School-to-Work program that the state is planning to impose on us next year. You
can veiw it on the Internet at http://www.state.nj.us/njded/proposed/standards/stass2.htm.
See for yourself.

Nina Shikraii Rees of the Heritage Foundation, Washington, D.C., wrote an ARticle entitled
"Time to Overhaul the Elementary and Secondary Education Act of 1965" which recommended
a major shift in the traditional philosophy of education from an emphasis on inputs to an
emphasis on outputs. An abstract of her article which was published in a Heritage Foundation
Press Release dated December 2, 1998, follows:

During the reauthorization process of the 1965 Elementary and Secondary Education Act, the
106th Congress has a historic opportunity to change the course of K-12 education. Congress
needs to shift the goals of the ESEA from one confined to inputs to one focused on achieve-
ment. Congress can make this happen by sending more federal dollars to the classroom in-
stead of to education bureaucracies; empower parents, teachers and principals; boosting the
quality of teachers; and allowing flexibility and demanding accountability. Sending money to
the same old federal education programs will waste precious education tax dollars and allow
American students to fall even further behind their counterparts in the developed world.

[Ed. Note: If what Ms. Rees recommends is authorized by the 106th Congress, the course
of K-12 education will be more than changed. It will be eliminated, to be replaced by K-12
school-to-work training, required by NAFTA and GATT, both of which are supported by Ms.
Rees's employer, the Heritage Foundation. As sensible as the above recommendations may
appear at first sight, as one moves carefully through the text one can identify key words which

428

should raise red flags for those opposed to the philosophy behind Goals 2000 and the School-
to-Work Opportunities Act.

When Ms. Rees says "Congress needs to shift the goals of the ESEA from one confined
to inputs to one focused on achievement" she really means she supports outcome-based edu-
cation, since the word "achievement" as she has used it means "outcome." She then goes on
to recommend all the "nasties" associated with Marc Tucker's National Center on Education
and the Economy which are also associated with all recent restructuring legislation, as well as
with outcome-based education: "empowering of parents, teachers, and principals"; "sending
more federal dollars to the classroom"; "boosting the quality of teachers"; "allowing flexibility";
and "demanding accountability."

Of special interest here is her recommendation to boost the "quality of teachers." The
reader is urged to turn to the 1992 entry regarding Filling the Gaps for the new millenium
definition of "quality of teachers."

Note also how this report uses the word "achievement." This is the alternative to focusing
on "inputs"— the legal requirement of most state constitutions with regard to their responsibility
to the public to "offer," "make available" or "furnish" educational opportunity to all citizens.
Most of our state constitutions — unless they have changed in the last few years — do not require
the state to be responsible for each student's success, because the state cannot ensure what is
a personal responsibility. States are responsible for the provision of everything necessary for
a child or student to have the opportunity to achieve academic success— "inputs." (This has
traditionally been known as the Carnegie Unit requirement.) It is when the state becomes the
guarantor of success — Ms. Rees's "achievement" — that parents have felt the stifling hand of
the state in the area of privacy and personal freedom.

Sending more "dollars to the classroom" may sound like returning to local control, but
is in fact the reverse since it bypasses not only state legislators— who presumably represent
their constituents at the state level — but also local school boards who traditionally have made
decisions at the central office building level — not at the school building level — on how their
constituents' tax money could best be spent.

Much damage has been done over the years under the guise of "accountability. " Exactly
to whom does the Heritage Foundation want the schools to be accountable? Parents and tax-
payers who have had no say whatsoever in restructuring plans, or the international business
community which initiated and supports the recommendations spelled out in most of Heritage
Foundation's reports, including its call for the use of Skinnerian Direct Instruction (DISTAR) as
presently implemented in Houston, Texas at Thaddeus Lott's Model Wesley Elementary School,
and which is on a roll across the nation since the passage of the Reading Excellence Act 2 .]

Center on Education and Work of the University of Wisconsin published a paper in 1998
entitled "Changing Admission Procedures in Four- Year Colleges to Support K-14 Reform." 67
The paper lists as the principal investigators: L. Allen Phelps, University of Wisconsin-Madison
and David Stern, University of California at Berkeley. Christine Maidl Pribbenow, University
of Wisconsin-Madison is listed as project director. The following project areas are listed as:
Postsecondary; competency-based admissions; secondary; integrated curriculum; and perfor-
mance-based assessment. Excerpts from the project abstract follow:

This one-year (1998) National Center for Research in Vocational Education (NCRVE) project

The Noxious Nineties : c. 1 998

429

consists of a number of specific research questions which will be addressed through the work
of investigators at both U.C. -Berkeley and U.W.-Madison. The purpose of this project is to
review existing research on performance-based assessment in education and discuss the use
of these assessments in college admissions. This review will provide a broader understanding
of the ways in which school-to-work and other K-14 reforms are being accommodated in the
higher education admission policies and processes being adopted by institutions, particularly
those with selective admissions criteria.

At U.C. -Berkeley, investigators will identify 4-5 states that are beginning to develop
new processes for admission and placement using performance-based assessment. Through
a series of surveys, on-site and telephone interviews, the following will be examined: [Two of
five areas of interest have been selected to illustrate the intent, ed.] ... (3) Various approaches
taken by select high schools in response to the initiative... and (5)The alignment of state
K-12, K-14, or K-16 educational standards and industry and occupational standards with
these assessments.

At U.W.-Madison, investigators will complete quantitative and qualitative analyses of
the early efforts to develop performance-based admissions and their initial effects on student
experiences and outcomes in postsecondary education.... Essentially, the goal is to gener-
ate evidence that illustrates the innovative developments, benefits and limitations of using
performance-based assessments for college admissions that support models of continuous,
seamless learning focused simultaneously on careers and college. Researchers intend to
conduct the following studies:

• Examine the efficacy, validity and reliability of the CBA for admitting high school
graduates with intensive, career-focused high school experiences.

• Explore the link between college experiences with earlier career-related learning as
provided and documented in the CBA process.

Both the U.C. -Berkeley and U.W.-Madison researchers will use their research to write
a proposal for consideration by the governing boards and administrative leaders of four-year
colleges and universities, both public and private. A meeting will then be convened with
high-level representatives of four-year colleges and universities to discuss this proposal.
The investigators' findings will also be used to complete a report which reviews research
and current practice, analyzes performance-based admission efforts, and discusses the pro-
posal regarding the use of performance-based assessment. Finally, one or two briefs will
be published which summarize the findings and/or proposal in a reader-friendly format for
policymakers, university governing boards, university faculty and administrators.

[Ed. Note: The reader should be aware that the above project is just one of many efforts to
change the focus of higher learning from liberal arts, theoretical and applied arts to a con-
tinuation of the school-to-work focus. The National Center for Educational Statistics published
a new handbook in its Educational Reports Series in 1993 which outlined the new "crosswalks"
of course descriptions at the postsecondary or college/university level. These crosswalks reflect
the transition to performance-based coursework from academic/theoretical coursework. The
result is a complete refocusing of postsecondary education toward behavioral performance
rather than encouraging the traditional emphasis on academic knowledge acquisition.]

"A Governor with Principle Would Reject School-to- Work" by Paul Mulshine was pub-
lished in the December 6, 1998 issue of the Newark, New Jersey Star-Ledger. Excerpts from
Mulshine's article follow:

430

Christine Whitman once wrote that Republicans believe that "government should only do
what individuals can't do for themselves and that government decisions should be made as
close to the people they affect as possible."

A wonderful philosophy. There's a problem, though: By that standard, our governor
is not a Republican. . . .

...Her administration's latest travesty, the School-to-Work proposal, is just the latest in
a long line of thoroughly un-Republican concepts backed by Whitman. Since I wrote about
the proposal last week, a couple of things have happened. Assemblyman Scott Garrett, a
Republican from Sussex County, announced the introduction of a bill that will prohibit forced
labor in schools. Also, the Homdel Board of Education held a meeting Wednesday night at
which people came from all over the state to raise objections to the idea. It was a pivotal
event. Never in my 22 years of journalism have I seen a proposal get knocked around by so
many different people for so many different reasons.

A freshman at Holmdel High School said that her friends were in a panic. The require-
ment that all juniors and seniors spend a day a week working would mean they'd have to
miss classes. This would harm their chances of getting into college, the girl said. She asked
that most Republican of questions, "How come we have no say in this?"

A guy in a sweat suit from a nearby town raised another objection: "The school is not
the state's. The school is mine, and they tell me it's not mine. I didn't see them at the bake
sale."

A school superintendent said that he'd fled Ohio because of a similar program there
that was destroying the high-achieving schools by turning them into vocational centers.
Several people objected to a requirement that students choose a career in the sophomore
year of high school.

One cited a study that showed that the typical college student changes majors three
times before settling on a field....

...This is an amazing thing Whitman's people have invented: A concept that offends
practically everyone. Usually a political idea has a core constituency — bleeding heart liberals,
tightwad conservatives, public employee unions, whatever. But this one riles people up across
the board. It does make the bureaucrats happy, though....

...It would be wonderful, just once, to see Christie Whitman denounce a bad idea not
because of poll results but because of principle. Close your eyes. Try to imagine Christie
Whitman uttering the words, "This is wrong. Trenton should not impose ideas like this on
the people of New Jersey. "

You can't imagine it? Me neither.

On December 23, 1998 Maine's Commissioner of Education J. Duke Albanese sent a memo-
randum to all superintendents of schools related to the Maine Aspirations Benchmarking Ini-
tiative. Excerpts from this memorandum, which reveal the extent of Maine's transformation of
its schools from academics to workforce training and of its educational bureaucracy's disregard
for student privacy follow:

Sponsored by Webber Energy Fuels, the $300,000 initiative is directed by the University of
Maine/Maine Principals' Association Research Partnership, in collaboration with the National
Center for Student Aspirations and the Maine Department of Education.

The Initiative has the potential of surveying the entire population of students in grades
6 through 12 in Maine public schools, providing an unparalleled database portraying the
status of student aspirations in Maine and the conditions that nurture, delay or prevent their

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431

development.

The Initiative expands and elaborates on the highly successful Student Aspirations Sur-
vey. The approximately 30-minute survey will provide schools with information and insight,
from their students' perspectives, in areas of the total learning environment, including:

• aspirations

• conditions in schools

• challenging behaviors

• school climate

• parent-school interaction

• parental support and guidance

The Initiative is highly relevant to the Maine Learning Results. While the Learning
Results allow the measurement of achievement, the Benchmarking Initiative will allow the
measurement of motivation to achieve. The Initiative will enable schools to begin to assess
themselves as related to the Guiding Principles which have not yet been addressed in content
standards. Survey questions strongly relate to Guiding Principles II and IV — a Self-Directed
and Life-Long Learner, and a Responsible and Involved Citizen, respectively. The Initiative
will provide baseline data on career development and help schools and the standard of
career preparation....

...Schools participating in the Initiative will receive several important benefits — all at
no cost: 1) schools will receive detailed informative reports of their students' responses,
providing an assessment of the school dynamics and their effect on aspirations, motivation,
and learning; 2) broader reports based on the data will provide the opportunity for schools
to compare their profiles against state and regional profiles; 3) schools can take advantage
of responsive programs and technical assistance to create or strengthen aspiration conditions
in areas of need identified by schools; and 4) schools will receive assistance in monitoring
the impact of reform efforts, including a follow-up survey toward the end of the project to
check against the baseline data, an important, but often neglected step in the action research
process.

1999

The federally funded North Central Regional Educational Laboratory (NCREL) , which
serves seven states in the Midwest, published "New Times Demands New Ways of Learning"
in its Winter-Spring issue of EdTalk. This article "is intended to offer a way to evaluate the
effectiveness of various technologies and technology programs against the backdrop of new
research on learning." Some excerpts follow:

"Learning" here does not mean how well students perform on standardized tests. That's
not learning, as researchers and educational reformers are coming to understand it. There's
a dynamic shift occurring in this country as we move from traditional definitions of learn-
ing and course design to models of engaged learning that involve more student interaction,
more connections among schools, more collaboration among teachers and students, more
involvement of teachers as facilitators, and more emphasis on technology as a tool for learn-
ing. It is in this context that our framework operates; it is this type of engaged learning that
technology must support to be effective....

432

In place of these old assumptions, researchers are positing new ways of looking at
learning that promote:

• engaged, meaningful learning and collaboration involving challenging and real-life
tasks; and

• technology as a toll [requirement] for learning, communication, and collabora-
tion.

The traditional learning model is not relevant to real student needs.

These attributes contrast sharply with the discrete, low-level skill, content, and as-
sessment methods that traditional ways of learning favor. The new workplace requirements
for learning are incompatible with instruction that assumes the teacher is the information
giver and the student a passive recipient.

The new requirements are at odds with testing programs that assess skills that are
useful only in school.

Technology in support of outmoded educational systems is counterproductive.

The reliance on standarized tests is ludicrous. Technology works in school not because
tests scores increase, but because technology empowers new solutions.

There are no definitive answers about the effectiveness of technology in boosting
student learning, student readiness for workforce skills, teacher productivity, and cost ef-
fectiveness. True, some examples of technology have shown strong and consistent positive
results. But even powerful programs might show no effects due to myriad methodological
flaws. It would be most unfortunate to reject these because standardized tests showed no
significant differences. Instead, measures should evaluate individual technologies against
specific learning, collaboration, and communication goals.

What is effective learning and how can it be measured?... [Barbara Means of SRI
International] identified seven variables that, when present in the classroom, indicate that
effective teaching and learning are occurring: These classrom variables are:

• children are engaged in authentic and multidisciplinary tasks;

• assessments are based on students' performance of real tasks;

• students participate in interactive modes of instruction;

• students work collaboratively;

• students are grouped heterogeneously;

• the teacher is a factilitator in learning; and

• students learn through exploration.

We took these variables and reorganized them into a set of eight categories of learn-
ing: tasks, assessment, instruction, learning, context, grouping, teacher roles, and student
roles.

Centralized systems are likely to inhibit learning to the extent that they use the transfer
mode of learning and instruction. This model assumes that the central source holds most of
the important information and that it is the student's job to transfer the information from
this central source to his or her location and "learn" it.

[Ed. Note: The above text provides an excellent, if not depressing, overview of the transfor-
mation from education to workforce training. The timing of this article is interesting in light
of other reports, some of which are referred to in this book, exposing the limits of computer
technology in the teaching of the important basic academic skills. The above article also admits
the lack of supportive research on the "effectiveness of technology in boosting student learning,"

The Noxious Nineties : c. 1 999

433

but still insists that the methodology should not be rejected just "because standardized tests
showed no significant differences. " Instead, the answer is to use this unconfirmed technology
to accomplish limited learning tasks in an attempt to convince the reader that this "new" type
of "education" should be embraced by all.]

ROSIE AVILA, A SCHOOL BOARD MEMBER IN THE SANTA ANA UNIFIED SCHOOL DISTRICT, Santa Ana,

California, wrote an interesting but frightening article entitled "Parent Report Cards" regarding
the implications of parent education programs which was included on an education website
on the Internet January 10, 1999. Some excerpts follow:

As a school board member I have discovered just how they will implement the U.N. Con-
vention on the Rights of the Child, the new global parenting code....

I noticed every time they talked about parent involvement (a goal of Goals 2000) it was
in the context of parent education, what parents need to do at home to help their children
succeed in school. Parents are called partners with the schools....

Federal funding mandates parent education. Every one of our schools has a parent
education program; 300-400 parents at a time are going through these.... All parents are
required to sign a Parent Compact, agreeing to do certain things at home, "provide a study
space, put the kids to bed on time, read with them," etc. So, parents are trained, then have
to sign an agreement.

Then I saw a bill pass in Sacramento at the State level. It was first described as a "par-
ent report card," but I understand there was objection and so it was redefined, but passed
anyway. ... I read an article in the Better Homes and Gardens Magazine describing the new
"parent report card." It said students would give information to their teachers, and parents
[would be] graded on students' grooming, sleep habits, and attendance at school meetings,
etc. The article said, "Students would be empowered by signing off on their parents' report
card," and that "Children knew when their parents were flunking."

Our school district received a $1.1 million dollar grant under "safe schools," another
goal of Goals 2000. It said we would not have any violence or drugs in schools in the new
century and that prevention was the key. Quoting Janet Reno, "Students acted up when
they had neglectful parents" and that we could spot them in the early grades. So, if a parent
was deemed to be neglectful (failed on their report card, was what I figured), they would
have to go through the SARB (Student Attendance Review Board) and have a meeting at the
police department with someone from the District Attorney, Child Protection Service, Social
Services, School Counselors, etc. Here they would be given their court-ordered program to
improve their parenting.

So, there it was. A global parenting code: the Convention on the Rights of the Child,
federally funded parenting courses with a required Parent Compact through Chapter One, a
State Parent Report Card, and a local punishment or coercion policy redefining the role of
the SARB to include neglectful parents.

They have most of the system in place here in California. They just need that ratification
of the U.N. Convention on the Rights of the Child.

[Ed. Note: The above information regarding report cards for parents should come as no sur-
prise given the following recommendation made by neo-conservative Chester E. Finn, Jr., in
an article condensed from the Heritage Foundation's Policy Review; Summer 1986, No. 37, pp.
58-61 (reprinted in Education Digest on January 1987, p. 4).]

434

6. Parents must be enlisted in the work of the school and in the education of their
children. Along with endorsing over to the school their child's tuition grant, parents must
be asked to assume certain elemental responsibilities, both for such mundane matters as
discipline and attendance and for such specific ones as providing the child with a place to
do his homework and checking each night to make sure it is done. Just as parents should
have the right to evaluate — and choose among — schools, so too should teachers and princi-
pals have the right to appraise parents' performance with respect to the education of their
children. What about a section in the child's report card where the school team can "grade"
the parents' performance?

Really, Mr. Finn? This seems to be a bizarre approach to "school choice" — "endorsing
over to the school their child's tuition grant, parents must be asked to assume elemental re-
sponsibilities." Ms. Avila's concern about the liberal international influence in public schools
seems to have found its way into the "conservative solution."]

An Educator's Guide to Schoolwide Reform (Educational Research Service: ARlington,
Virginia, 1999) was prepared for publication by American Institutes for Research under the
direction of Rebecca Herman as project director. The Guide was produced under contract to
the American Association of School Administrators, the American Federation of Teachers, the
National Association of Elementary School Principals, and the National Education Association.
The "overview" of the Guide states in part:

This guide was prepared for educators and others to use when investigating different ap-
proaches to school reform. It reviews the research on 24 "whole-school," "comprehensive,"
"schoolwide" approaches.

THIS GUIDE IS NOT MEANT TO ENDORSE, FAVOR, OR DISCREDIT ANY OF THE AP-
PROACHES. Rather, it is designed to assist those who want to critically examine the most
widely available schoolwide reform approaches. Schools can improve their performance in
a variety of ways, not just by using a schoolwide approach. However, educators interested
in these approaches should find the guide useful.

This book has repeatedly dealt with the Skinnerian, scientific, research-based method
of teaching and learning, therefore, the writer lists below only the four out of 24 programs
recommended by the Guide which clearly use this method. They are:

1. Coalition of Essential Schools

2. Direct Instruction

3. Modern Red Schoolhouse

4. Success for All

Since much already has been written about Siegfried Engelmann's Direct Instruction in
this book, the writer will focus on Robert Slavin's "Success for All." The following excerpts
from "Ready, READ! " by Nicholas Lemann, which appeared in the November 1998 issue of The
Atlantic Monthly, give the reader a clear picture of how a direct instruction/mastery learning
classroom marketed as "Success for All" functions:

Success for All, Accelerated Schools, and the School Development Program, all designed by
university professors — the first two have each been adopted by more than a thousand schools

The Noxious Nineties : c. 1 999

435

across the country, and the third by 700....

...By the end of this school year the Success for All organization will have a budget
of $30 million and will operate in more than 1,100 schools all over the country. Among its
customers are the Edison Project which is private [publicly funded charter school]; the state
of New Jersey; and the cities of Houston, Memphis, and Miami....

...The prevailing criticism of Success for All is that it is designed to produce higher
scores on a couple of tests chosen by Slavin, for which the control-group schools don't train
their students; the gains it produces, according to critics, are substantially limited to the first
year of the program.

Success for All tells schools precisely what to teach and how to teach it — to the point
of scripting, nearly minute by minute, every teacher's activity in every classroom every day
of the year.

...Teachers must use a series of catch phrases and hand signals developed by Success
for All.... At every level Slavin's programs greatly reduce teacher autonomy, through control
of the curriculum.... People usually describe Success for All with terms like "prescriptive,"
"highly structured," and "teacher-proof"; Slavin likes to use the word "relentless." One
education researcher I spoke with called it "Taylorism in the classroom," after Frederick
Winslow Taylor, the early twentieth-century efficiency expert who routinized every detail
of factory work....

A few minutes in a Success for All classroom conveys the Parris Island feeling of the
program better than any general description could. It is first grade — the pivotal year. The
students read the first page of the story loudly, in unison. The teacher says, "Okay, next
page. Finger in place, ready, read!" After a few minutes of this students have finished the
story. Not missing a beat, the teacher says, "Close your books, please. Let's get ready for
vocabulary." She moves to a posted handwritten sheet of words and points to herself. "My
turn. Maze, haze, hazy, lazy. Your turn." She points to the class. The students shout out the
words in unison: "Maze! Haze! Hazy! Lazy!"

Then the teacher announces that the students are going to do "red words" — Success
for All lingo for words that students can't decode from their phonemic components. "Okay,
do your first word," she says. The students call out together, "Only! O (clap) N(clap) L(clap)
Y(clap). Only!" After they've done the red words, the teacher says, "Now let's go to our
meaningful sentences." The students read from a sheet loudly and in unison the definitions
of three words and then three sentences, each into their cooperative learning groups to write
three sentences of their own, using each of the words. "If you work right, you'll earn work
points for your work team! You clear?" Twenty voices call out, "Yes!"

Last year, when I was there, the school was phasing in uniforms.

[Ed. Note: Brown shirts?]

In a Letter to the Editor printed in the Athens (Georgia) Daily News/Banner Herald of
January 18, 1999, Priscilla Carroll, former elementary school teacher, responded to a letter
to the editor from Professor Carl Glickman of the University of Georgia, author of books on
school reform, which dealt with changes in local school board responsibilities as a result of
the adoption of block scheduling, one of the reform components resulting from Clarke County
(Athens) School District being designated as a "Next Generation School" district. Mrs. Carroll
responded that:

Some of the Next Generation School Project power structure changes state:

a) Local boards will not manage, operate nor make decisions for running schools.

436

b) Local boards will be advised by created community teams or collaboratives.

c) Local boards must let go... presiding over student or employee grievance hearing.

d) Grievance hearings will be delegated to "duly appointed mediation and arbitration
panels."

e) Local boards won't decide field trip requests, student transfers, challenges to library
books, school calendar decisions, bus routing problems and athletic program con-
cerns.

f) Local boards must "move away from... hiring, firing and promoting employees."

g) Local boards "will be freed of constraints and obligations that impede their ability
to address the global issues which are more worthy of their time. "

h) Local boards must "give up the role of keeper of the purse" (won't control edu-
cation money) .

i) The local "appointed" school superintendents (LSS), are to be trained and controlled
by the state.

[Ed. Note: When Georgia's radical "break the mold" Next Generation School Project proposal
was not accepted as one of the original New American School Development Corporation
(NASDC) design teams, corporate and non-profit "partnership" funding was generated to
accomplish the Project within the state. Mrs. Carroll's comments were paraphrased from the
"Next Generation School Project" manual. Professor Luvern Cunningham would be pleased
to see how his recommendations to get rid of school boards are being carried out across the
country.]

"School to Work Gets Poor Grade in Study" by Mark Shrug and Richard WESTern of the
University of Wisconsin at Milwaukee, professors who conducted a study for the Wisconsin
Policy Research Institute, appeared in the January 19, 1999 issue of The Milwaukee Journal
Sentinel. Excerpts follow:

More than $195 million, almost all federal money, was spent from 1991 to 1998 in Wisconsin
on programs under the label School-to-Work, but it has had almost no demonstrable impact on
the state's schools or economy.... It has had no identifiable impact on the academic learning
of K-12 students in Wisconsin and it has involved too few students in its core, work-based
learning activities to register a significant aggregate impact on Wisconsin's workforce.

Many school districts, including MPS (Milwaukee), generally have dropped the term.
And attention, some suggest, has shifted to different policies, particularly proficiency testing
and a looming statewide test that all students will have to pass to graduate.

The study says one of the few tangible accomplishments of School to Work was that
347 students had graduated from apprenticeship programs statewide. But, the study says,
that was equal to 1/10, 000th of the state workforce in 1996.... The study says there was no
"reliable evidence" that School-to-Work had accomplished any of its major goals.

Grants were used ($30 million) for teacher training, apprenticeships, job shadowing
and connections between schools and individual businesses.

James H. Miller, president of the policy research institute, said, "As with most bureau-
cratic educational reforms, School-to-Work sounds terrific, but in reality it is all style with
absolutely no substance."

[Ed. Note: Let's hope that the old adage "You can lead a horse to water, but can't make him
drink" will play itself out in regard to school-to-work.

The Noxious Nineties : c. 1 999

437

However, leadership in the homeschool community seems to have embraced at least a
portion of the school-to-work proposition. While apprenticeship has been promoted to home-
schoolers as an alternative to "electives" by some homeschool organizations and leaders (Bill
Gothard, Doug Wilson et al.), now the apprenticeship concept is being embraced at the post-
high school level by none other than Michael Farris of Home School Legal Defense Association.
In his announcement about the forthcoming establishment of the Patrick Henry College in
Purcellville, Virginia, Farris stated in an interview with Andrea Billups of The Washington
Times (May 17, 1999):

"I wanted to break out of the educational box like I've helped to do with K-through-12
education."...

...Initially, the school will offer a lone undergraduate major in government, featuring
an apprenticeship program designed to give students practical experience in public policy
and service....

As a part of their curriculum, Patrick Henry students will work on faculty-supervised
research and writing projects for congressional offices, state legislators, federal agencies,
think tanks and advocacy groups.

"We are combining a traditional liberal arts model with a white-collar version of vo-
cational training," said the school's provost and academic dean, Brad Jacob, a lawyer and
professor who served as the CEO of the Christian Legal Society. "It all comes from the ivory
tower concerns, where students learn theory but don't know beans about how to work in
the workplace.... We believe in mentoring and disciplining." 68

This should come as no surprise in light of Mr. Farris 's previous public enthusiasm for
apprenticeships expressed at his organization's National Home Educator's Leadership Con-
ference in Orlando, Florida in 1995. During a "debate" with William Spady, Farris lauded
the Swiss educational system as a "very successful national model." 68 The Swiss system is
committed to apprenticeships, with 75% of its students never going to high school or college
but into apprenticeships after the eighth grade. Their K-8 system prepares students to enter
apprenticeships, certainly limiting career employment choices and movement.

The bottom line is this: "apprenticeship" is "workforce training." Skipping over traditional
academic high school and college subjects, or watering down a liberal arts college education
to accommodate its "application" to a workplace setting, constitute the "deliberate dumbing
down" of homeschoolers. Could school-to-work at the college level be the "camel's nose under
the tent for STW at K-12 level for homeschoolers?]

The January 1999 issue of Community Update published by the U.S. Department of Edu-
cation provided an update on activities being held by the Religion and Education Partnership
(first established in 1995). The following excerpts describe the involvement of "the church in
the state" and "the state in the church" — something heretofore not spelled out in government
publications. The U.S. Department of Education announced that:

Religious leaders, educators, members of the higher education community, and students
came together at Spalding University in Louisville, Kentucky on December 11, for the fourth
Religion and Education Summit supported by the Partnership for Family Involvement in
Education....

More than 500 participants gathered in Louisville from Kentucky, Ohio, Indiana, and

438

Tennessee to hear U.S. Secretary of Education Richard W. Riley participate in a town hall
discussion on three important topics: family involvement in education, school safety, and
preparing young people for college and careers. Programs that support these initiatives were
presented in small group gatherings where participants could speak to practitioners from
Tampa, Florida; Birmingham, Alabama; and Louisville, Kentucky. A materials fair featuring
model programs, community services, information about the public schools in the area,
and materials produced by the Partnership for Family Involvement in Education was open
throughout the summit.

The goal of the Religion and Education Summit was to bring together leadership repre-
senting faith communities and elementary, secondary, and higher education to discuss issues
of concern to the community and to build partnerships to bring about changes needed for the
benefit of all children. Previous summits were held in Lawrence, Massachusetts; Wilmington,
Delaware; and St. Petersburg, Florida. Partnerships formed at these summits have continued
to work together to improve education and strengthen family and community involvement
in local schools. To obtain information on how to plan and hold a Religion and Education
Summit, email partner@ed.gov.

[Ed. Note: The writer suggests that parents involved in such partnerships re-read "Little Red
Riding Hood" and retrace Little Red Riding Hood's steps to Grandma's house in the woods. Par-
ticular attention should be given to Red Riding Hood's finding The Big Bad Wolf in Grandma's
bed wearing Grandma's night cap!]

Speaking of "Little Red Riding Hood," the January 24, 1999 issue of The Gwinnett Daily
Post of Lawrenceville, Georgia contained an article by staff writer Laura Ingram entitled "Clus-
ters Promote Community Growth." This article describes a second-step phase of a "systems
change" effort outlined in a joint publication from the U.S. Department of Education and the
U.S. Department of Health and Human Services, Together We Can. The article, which illustrates
the shift from representative (elected) governance to regional (unelected) governance with its
"Big Bad Wolf" use of partnerships to accomplish its goals, is included in its entirety below:

Unique groups called Community Cluster Care Teams were born last April, comprised of
12 Gwinnett communities, and have taken their first steps toward uniting sections of the
county into neighborhoods.

"The entire community needs to get involved," said Suzanne Brighton, coordinator for
the teams. "We need to look at the environment we're raising our children in. Everybody
has a responsibility to create a healthy environment where children can grow."

Parents, teachers, senior citizens, clergy, business people, school officials and social
service workers first met this new creation April 15 at a conference called "Together We Can,"
sponsored by the Gwinnett Coalition for Health and Human Services and BellSouth.

The 200 participants split into 12 groups based on high school clusters and came up with
particular ways to improve each cluster/community. But they did not stop at just a sketch.

The 12 teams continued meeting throughout the year, drawing more community mem-
bers and resources into their group, and creating strategic plans to accomplish their goals
and shrink scary statistics that show children finding their way into drugs, pregnancy and
violence.

This fall, their imperative to heal and unite their neighborhoods took shape as tree
plantings, youth dialogues, new youth basketball teams, grandparent adoptions and bilingual
services.

Metro United Way's vice president of community investments, Geralyn Sheehan, calls

The Noxious Nineties : c. 1 999

439

the teams a pilot program for the entire nation, teaching residents throughout America how
to reconnect with others to build a healthier community.

[Ed. Note: To further illustrate what the U.S. Department of Education and U.S. Department
of Health and Human Services book Together We Can: A Guide for Crafting a Profamily System
of Education and Human Services (Contract #RP912060001: PrismDAE, a division of DAE Cor-
poration: Chevy Chase, Maryland, 1993) outlined as a blueprint to follow for "local systems
change," the writer will offer some excerpts from this publication. Jointly signed by Secretary
of Education Richard W. Riley and Secretary of Health and Human Services Donna E. Shalala,
the foreword to this book reads:

This book was developed jointly... to help communities improve coordination of education,
health and human services for at-risk children and families. Together We Can: A Guide for
Crafting a Profamily System of Education and Human Services reflects the work and expe-
rience of a study group of researchers and front-line administrators and practitioners working
with promising programs that link education and human services. Together We Can leads the
reader through a five-stage collaborative process with milestones and landmines portrayed
through vignettes and case studies describing the personal experiences of the study group
members.

Together We Can is a practical guide that can assist local communites in the difficult
process of creating a more responsive education and human service delivery system. The
guidebook emphasizes the effective delivery of supports for families, a crucial step toward
assuring the future success of America's children. Recognizing that the current system of
programs serving children is fragmented, confusing and inefficient, the guidebook advocates
a radical change in the service delivery system. It encourages a holistic approach in treating
the problems of children and families; easy access to comprehensive services; early detection
of problems and preventive health care services; and flexibility for education, health and
human services.

We believe this guide is a practical tool for the many communities that are working to
create more comprehensive, family-focused service delivery systems for children and their
families.

[Ed. Note: This is pure, unadulterated "communitarianism," which is denned as: "communi-
tarian — a member or advocate of a communistic community" (p. 288) and "ism" — a doctrine,
theory, system" (p. 474) in Webster's New World Dictionary of the American Language (Wil-
liam Colliers — World Publishing Co., Inc.: New York, 1976.), the system we have been told
is "dead."]

In the preface to Together We Can we find the following:

Across America, people are recognizing that all of the institutions and agencies whose mis-
sion is to nurture and strengthen children and families must collaborate. . . .

The U.S. Department of Education and the U.S. Department of Health and Human
Services charged the School-Linked Integrated Services Study Group with capturing the ex-
periences of collaborative endeavors across the country and creating a guide for integrating
services....

Basic to the guide is the concept of systems change [emphasis in original] . We define
systems change as a revision of the ways that people and institutions think, behave, and use
their resources. . . . The Study Group believes collaborative strategies [emphasis in original] are

440

the key to systems change. . . . Collaborative strategies, in which partners share a vision, estab-
lish common goals, and agree to use their power to achieve them are necessary; commitment
of resources and willingness to alter existing policies are a vital part of such strategies.

Most importantly, the children and families who participate in our education and hu-
man service systems are essential to its reinvention. They are indispensable partners with
educators, human service professionals, business leaders, civic and religious leaders, leaders
of community-based organizations, and other citizens in creating the profamily system that
the guide envisions.

The School-Linked Integrated Services Study Group consisted of representatives of: "In-
stitute for Educational Leadership, Washington, D.C.; Florida International University Human
Resource Service Professional Development Center, Miami, Florida; Walbridge Elementary
School, St. Louis, Missouri; National Center on Adult Literacy, Philadelphia, Pennsylvania;
Center for Collaboration for Children of California State University, Fullerton, California; Prince
Georges County Public Schools, Suitland, Maryland; San Diego City Schools, San Diego, Cali-
fornia; Public School 146M, New York City; Savannah-Chatham County Youth Futures Authority,
Savannah, Georgia [Anna Casey grant recipient which promoted school-based clinics]; School
of Education at Stanford University, Stanford, California; Early Childhood and Family Education
division of North Central Regional Educational Laboratory, Oak Brook, Illinois; Danforth Foun-
dation, St. Louis, Missouri; Cities in Schools, Charlotte, North Carolina; Community Education
Leadership Project of the Institute for Educational Leadership, Washington, D.C.; Better Boys
Foundation, Chicago, Illinois; National Center for Services Integration of Mathtech, Inc., Falls
Church, Virginia; Community Schools of Rochester City School District, Rochester, New York;
Clinic Services/Family Counseling Center of the Massachusetts Society for Prevention of Cruelty
to Children, Boston, Massachusetts; Lansing School District, Lansing, Michigan; Parent Action,
Baltimore, Maryland; New Jersey Department of Human Services, Trenton, New Jersey; School
of the Future of El Centro Familiar Office of the Family Service Center, Houston, Texas; New
York State Department of Education, Brooklyn, New York; Walbridge Caring Communities
Program, St. Louis, Missouri; and a practicing psychologist."

In the interest of fully informing the reader of just exactly what these projects are about
and hope to accomplish, the writer is including highlights of a two-part appendix which are so
totally invasive and frightening in their implications that they should relegate George Orwell's
1984 to the "light reading" stacks!

Appendix A
Checklist 1

Process for Crafting a Profamily System of Education and Human Services

Stage One: Getting Together

• Has a small group decided to act?

• Do the players meet the following criteria for membership in the collaborative:

clout;

commitment; and

diversity?

• Are the right people involved. . .

• Have partners reflected on their work and celebrated their accomplishments?

The Noxious Nineties : c. 1 999

441

Stage Two: Building Trust and Ownership

• Has the collaborative conducted a comprehensive community assessment that...

produces a profile of child and family well-being in the community; ...

• Have partners defined a shared vision and goals for changing education and human
services?...

Stage Three: Developing a Strategic Plan

• Has the collaborative narrowed its focus to a specific neighborhood for launching a
service delivery prototype?

• Has the collaborative conducted a neighborhood analysis...

• Has the collaborative defined the target outcomes?...

• Is a mechanism in place for using program-level intelligence to suggest system-level
changes?...

Stage Four: Taking Action

• Is the collaborative evaluating progress by:

using process evaluation techniques; and

measuring outcomes?

• Have partners reflected on their work and celebrated their accomplishments?

Stage Five: Going to Scale

• Has the collaborative built a formal governance structure?...

• Is the collaborative promoting change in the federal government's role in delivering
services for children and families?

• Is the collaborative continuing to reflect and celebrate as it "climbs the mountain"
of systems change?

Checklist 2
Indicators of Systems Change

Are agency agreements in place?...

Do program-level information and intelligence trigger policy-level changes across multiple
systems?...

Have partners developed shared information systems?

• Is there ready access to each other's records? ...

• Have agencies replaced separate in-house forms to gather the same kind of infor-
mation with a common form used by all members or other organizations to establish
program eligibility? Assess case management needs? Develop case plans?

Have partner agencies incorporated the vision and values of the collaborative at their ad-
ministrative and staff levels?

• Have partners altered their hiring criteria, job descriptions, and preservice or inservice
training to conform to a vision of comprehensive, accessible, culturally appropriate,
family-centered, and outcome-oriented services? ...

• Are outcome goals clearly established?

• Has the collaborative used its data collection capacity to document how well children

442

and families are faring in their communities and how well agencies and child-serving
institutions are meeting their mandates? ...

• Are outcomes measurable? Do they specify what degree of change is expected to
occur in the lives of children and families during what period of time?

• Is shared accountability a part of outcomes that reflect education, human service,
and community goals and objectives?

Has the collaborative devised a financing strategy to ensure long-term funding?

Has the collaborative gained legitimacy in the community as a key vehicle for addressing
and resolving community issues regarding children and families?

• Are the collaborative's positions on community issues supported by commitments
from public and private service providers, the business community, and the church-
and neighborhood-based organizations whose members are often most directly af-
fected by collaborative decisionmaking?

The above activities are advocated and coordinated through a center which was established
with taxpayers' money and is described in the following explanation of its activities:

National Center for Services Integration
The National Center for Services Integration (NCSI) was established in late 1991 with funds
from the U.S. Department of Health and Human Services and private foundations to improve
life outcomes for children and families through the creative integration of education, health
and human services. The center itself is a collaboration of six organizations: Mathtech,
Inc.; the Child and Family Policy Center; National Center for Children in Poverty; National
Governors' Association, Policy Studies Associates; and the Yale Bush Center. It also receives
guidance from distinguished advisors knowledgeable about the issues and institutions con-
cerned with service integration.

The primary purpose of NCSI is to stimulate, guide, and actively support service inte-
gration efforts throughout the entire country. To accomplish its mission, NCSI has undertaken
a variety of activities through its Information Clearinghouse on Service Integration and a
Technical Assistance Network.

The Clearinghouse, which is operated by the National Center on Children in Poverty
at Columbia University, collects and disseminates information and materials on service
integration issues and related topics. They have developed a computer directory of service
integration programs, a separate directory of organizations, and an extensive research library
collection that can provide information and support to community-based programs. Individu-
als, organizations, and localities can access any of the Clearinghouse services....

The Technical Assistance Network, which is operated by Charles Bruner of the Child and
Family Policy Center [Kids Count] and Mathtech [government contractor for the evaluation of
sex education programs] , brings together leading service integration planners, practitioners,
administrators, and experts to exchange ideas and information, to develop written resource
materials for communities and practitioners and to convene working groups composed of
persons in the forefront of particular issues to develop strategies for successfully resolving
some of the challenges facing communities and governmental entities involved in service
integration efforts.

[Ed. Note: If the reader has any questions about why school-based clinics, school-to-work,
community education programs, year-round schools, one-stop training centers, and all of the
other "locally conceived" programs have come into their communities with such force and

The Noxious Nineties : c. 1 999

443

fundamental support, the above federally funded and conceived plans should answer them.
Together We Can brings together national and international plans for socializing all services to
our citizenry. One example is the International Year of the Child proposals which originated in
1979 and are hereby funded, formatted, and fulfilled in Together We Can's "how-to" instruction
manual. These are the processes necessary to create the "perfect human resource"— the global
worker. President Nixon vetoed the child and family legislation encompassing all of the above
activities (the Humphrey-Hawkins Child and Family Services Act) in the mid-1970s, calling
it the most socialistic legislation he had ever seen. The New York Times carried an article by
Edward B. Fiske entitled "Early Schooling Is Now the Rage" in its April 13, 1986 issue which
explained:

Mr. Nixon not only vetoed the bill (Humphrey-Hawkins] but also fired off a scathing mes-
sage to Congress, proclaiming that he would have no part in the "Sovietizing" of American
Society. "Good public policy requires that we enhance rather than diminish both parental
authority and parental involvement with children."

This comprehensive program links almost every entry in this book, from cradle to grave.
None of this could have been accomplished without the use of behaviorist methods and change
agent tactics carefully documented in this book. Americans would not have willingly turned
over decision making in these areas unless manipulated into doing so; no one ever voted to
conduct our government in this manner. The Montgomery County Blueprint of 1946 — fifty-plus
years ago— spelled out this approach. In the Blueprint Paul Mort pointed out that it takes fifty
years to accomplish "systems change." He was right on target.]

In his January 1999 State of the Union speech before the 106th Congress, PRESident Bill
Clinton referred to his "100,000 new cops" legislation and funding. Possible uses for these
new "police resources" might be found in information regarding Community-Oriented Policing
(COP) training available through agreements between local police departments and the U.S.
Department of Justice, Bureau of Justice Assistance (BJA) . The following excerpt is taken
from Community-Oriented Police (COP) materials published through the auspices of the U.S.
Department of Justice:

COMMUNITY POLICING WHAT IS IT?

• Shift in philosophy about police duties vs. community responsibilities to a team
concept of total quality management of the community. Reidentifying police role as
a facilitator in the community.

• Leaders of the community (law enforcement, government, business, education,
health, civic, non-profit, medical, religious, etc.) collaborating to identify problems
in the community, what the significant impact on people will be, and suggesting
solutions to those problems

• Identifying common ground, where all factions of a community can work together
for the common good of the community in a broader problem-solving approach.
Forming a partnership between police and the rest of the community where each is
accountable to each other and the community as a whole.

• Raising community awareness of programs and functions of community agencies

444

and organizations, to make it easier for citizens to contact the correct source for so-
lutions to their problems, thus releasing police time to take care of legitimate police
business.

A recent article in The Washington Times (National Weekly Edition) of May 17-23, 1999
entitled "Ahem, about those 100,000 new cops..." sheds some light on what is a little-known
but controversial program. Excerpts follow:

Whatever happened to those 100,000 new cops President Clinton promised to put on
the streets back in 1994? More to the point, what became of the $9 billion appropriation
to fund the much-hyped Community Oriented Policing Services Program (COPS) that was
supposed to deliver them?

According to an embarrassing new report released by the Justice Department's Office
of Inspector General (IG), the money is being spent on anything and everything but new
police officers.

...[T]he IG discovered, during the course of 150 audits of grant recipients, that 78
percent of grantees charged unallowable costs to the federal government for such things
as overtime, police uniforms and fringe benefits not approved in advance; that 41 percent
of grant recipients showed indicators of simply having used federal funds to supplant local
funds, sometimes paying the salaries of officers already on board, and other times not meet-
ing the program's matching funds requirements; that 58% of grantees either did not develop
a good faith plan to retain officer positions or said they would not retain the positions at the
conclusion of the grants.

All told, the IG report identified $52 million in questionable costs; $71 million that
could have been put to better use.

As to how many new police officers are actually on the street as a result of all this
manna from Washington, well, that's something not yet pinned down. The IG's audit shows
the COPS program has issued some $5 billion in grants, enough to fund 92,000 officers, of
which only 50,000 appear to be on the street.

Three years ago, IBD noted that federal grants have been going to fund state parks,
nature sanctuaries and other places not usually associated with violent crime. In Florida,
for instance, the state Department of Environmental Protection received a $3.5 million COPS
grant to hire 30 marine patrol officers to monitor a national marine sanctuary. (Manatees
can be a real threat to public order, you know.)

More than 20 criminal investigations of COPS grantees have been opened thus far, yet
the lucre continues to flow. But the real problem with the COPS program is the further po-
liticization of American law enforcement at all levels. By dangling billions before state and
local departments, the federal government is teasing law enforcement into a bidding war
and lobbying campaign, shifting the emphasis from dealing with crime to worrying about
how to score a hit on the cash-laden Beltway pinata.

Not only is there reason for legitimate concern over the "politicization" of American law
enforcement. The use of the money for COPS to pay organizations like Community Research
Associates to train police departments in towns across this country to employ tactics similar
to those used by educational change agents to accomplish questionable re-orienting of law
enforcement activities cries out for an investigation. A sample of such suggestions, taken from
U.S. Department of Justice materials, follows:

MEETING #3 . . . We ask that between now and the time we arrive, you contact these iden-
tified individuals and arrange for a day-long session.... This group will be exposed to the

The Noxious Nineties : c. 1 999

445

history, elements and types of COP, as well as strategic planning concepts necessary to COP
implementation. This will also leave us with tasks to perform, should there exist a consen-
sus opinion to proceed with Phase II of the COP initiative. We recommend that members of
your department holding the rank of Captain and above attend this meeting (in uniform)
and that they be instructed prior to the meeting to disperse themselves evenly throughout
the audience.

[Ed. Note: Accolades to the police departments and public officials who understand that
their law enforcement resources should be applied toward fulfilling their constitutional law
enforcement duties rather than to help them engage in public/private partnership community
development and social service programs which, due to the blurring of lines of responsibility,
are unaccountable to the public and truly "communitarian" in their tone.]

"State of Education Criticized — Nonprofit organization Hired At Former Governor's
Urging Pinpoints Weaknesses Within Ohio's Academic System" is published in the March 24,
1999 issue of the Akron, Ohio Beacon Journal. Excerpts from this article follow:

Columbus — A national organization, hired to look at Ohio's education system, issued a report
card yesterday and the results were not good.

The critical assessment, presented to the state's educational policy leaders, was sur-
prising because the nonprofit organization, Achieve Inc., was hired at the urging of former
Gov. George Voinovich, who helped devise the funding system.

The organization is made up of executives from some of the nation's largest corpo-
rations — IBM, Boeing and Procter & Gamble — and governors from North Carolina, Michigan,
Nevada and Wisconsin. [The National Governor's Association set up this organization to
"manage" reform, ed.]...

Among the findings:

• Ohio's academic goals are not clearly defined. Accountability standards are ineffective
because there are no rewards or punishments associated with failure or success. The
emphasis is on holding kids, not adults, accountable.

• If the state is serious about improving academics and holding schools accountable,
it must provide districts with the resources and tools — that, is more money — to do
the job.

• The state should provide assistance in districts that are performing poorly, close
schools if no improvements are made and re-open them with new leaders....

Fred Blosser, superintendent of Canton schools, agreed with Achieve's assessment.

"The state's academic goals are not defined," he said. While Canton has adopted its
own goals — graduating every child with the ability to think and reason, to have concern for
others and to have a desire to continue to learn — the state's only concern is getting children
to a minimum level of knowledge, he said.

"All I am hearing is 'proficiency, proficiency, proficiency — and attendance.' There is
more to educating a child than meeting minimum proficiency," Blosser said.

[Ed. Note: Note that the emphasis is placed on only attaining a "minimum" level of profi-
ciency. If anyone still has any doubts by now what the full implementation of education reform
will mean for the children, teachers and schools of America, read the article again carefully.
Reformer (change agent) David Hornbeck's original recommendations for rewarding or penal-

446

izing schools, depending on the results of individual children's proficiency test scores, is now
being widely implemented across America. Children will pass or fail based upon these test
scores. Teachers will be rewarded or penalized based on the test scores of children in their
classrooms. Schools which do not function up to par will be shut down or "managed." Under
increasing pressure, teachers will be devoting massive amounts of time to "teach to the test."
And the teaching method of choice will be direct instruction/mastery learning which drills the
students like robots until they can spout out the correct answer without thinking.

One might wonder how Ohio students and schools fared with their first run-through of
these new tests. The Akron Beacon Journal, in a follow-up article "State Ranking of Schools
Sure to Rankle: Many Area Districts Are Scoring Very Poorly in Statewide Evaluation (April
6, 1999) reported:

About 1.8 million report cards went into the mail yesterday to the parents of each of
Ohio's public school children....

While showing that students in general are doing better, especially on the state's ninth-
grade proficiency tests, math continues to be a weak spot.

And many schools in the area are falling short of academic goals, according to the
reports.

This year, only 15 of Ohio's 611 school districts achieved the highest rating of "effective."
Not one of the 62 school districts in Summit, Stark, Portage, Medina or Wayne counties was
in that elite group....

Akron Superintendent Brian Williams — whose district met only one of the 18 crite-
ria — prepared the parents of his district for bad news by sending a letter home last week.]

The Conference Board (one of the most influential international groups PRomoting the
world management/control system and workforce training in the schools) advertised its " 1999
Strategic Learning Conference: A Tool Kit to Power Business Performance" to be held March
29-30, 1999 at the Marriott World Trade Center, New York City. On the front of the brochure
at the very bottom it states, "The collective wisdom of executives worldwide." In regard to
the subject of the conference, it states:

The Strategic Learning Model was developed by Professor William Pietersen at Columbia
Business School. At this conference, he and other leading-edge thinkers and corporate prac-
titioners will walk you through a framework — from beginning to end — that will demonstrate
how to create systematic learning initiatives that can result in better business strategy and
bottom-line results.

"Dry stuff, that," you say. Not at all. Under the "Making or Breaking Strategy through
Culture" one reads: "Culture is the key to success. This fundamental dimension of your stra-
tegic development can determine success or failure. Find out how to ensure you create a strong
culture of success." Carlos Rivero, Ph.D., director of research, Delta Consulting, and Robert
Bontempo, professor of executive education at Columbia Business School, are the presenters.
The last two highlighted comments in this particular section state in distinctly Skinnerian
terms the following:

What Gets Measured Gets Done

The Noxious Nineties : c. 1 999

447

and

What Gets Rewarded Gets Done Repeatedly

[Ed. Note: This entry demonstrates how every facet of our lives will, in the future, be based
on Professor B.F. Skinner's scientific and manipulative philosophy extensively discussed in
this book.]

U.S. Secretary of Education Richard Riley delivered the sixth State of American Edu-
cation speech early in 1999 in Long Beach, California. For the reader who has arrived at this
point in this book, Riley's recommendations will come as no surprise. The reader could prob-
ably have written Riley's speech, since it covers everything painstakingly and consistently
initiated over time using the Hegelian Dialectic, semantic deception and gradualism. Riley's
proposals— including the "communitarian" Together We Can "systems change" in the January,
1999 entry— could have been lifted out of the 1946 Montgomery County Blueprint discussed
in the preface to this book.

In his February 16 speech Riley called for: Community Partnerships, charter schools,
schools open year-round/morning-to-night, "Schools [of the future] serving as centers of com-
munities"; focus on reading [referring to the "landmark study by the Academy of Science"];
"Democracy of Excellence"; early childhood initiatives [Parents as Teachers, etc.]; school uni-
forms; violence-prevention programs; "sustained progress" [North Carolina, Maryland, Texas
and Kentucky as "successes"— those states which have been struggling to keep their heads
above water during the past twenty-five years, ed.]; teacher "quality"; "option schools"; "mag-
net schools"; school-to-work "opportunities"; and more choices. Obviously, the interpretation
of this information depends on one's definition of Riley's words! Astoundingly, based on no
supportive evidence, Riley said:

We know a good deal more about how to turn around low-performing schools: from giving
teachers more time for training and collaboration; to redesigning the curriculum; to removing
a principal who doesn't provide leadership; to issuing school report cards that measure real
achievement over time; to enforcing effective discipline policies.

[Ed. Note: To assist Secretary Riley in his effort to bring "transformation" to the education
arena, the writer is providing the reader with a "Recipe for Educational Disaster" which the
reader is encouraged to duplicate and send to Riley, others who may hold his position at a
future date, elected officials, school superintendents, teachers, and anyone else who could
benefit from its sage advice. The credit for the recipe (which has been "doctored up" a bit)
will have to go to "anonymous," for the writer is unable to identify its author, but whoever
you are — many, many thanks!

RECIPE FOR EDUCATIONAL DISASTER
Combine the following ingredients for a total disaster in education.

Mix together:

1 Plump Federal Government (pits and all)
50 State Education Agencies

2 Liberal Teachers Unions (NEA, AFT)
1 National Diffusion Network

448

Sift together:

Several Socialist Foundations (Carnegie, Ford, Rockefeller, Danforth, Spencer, Pew and

Kettering)
Graduate Schools
Teachers Colleges
Textbook Publishers

Fold In:

Planned Parenthood

SIECUS (Sex Information Education Council of the United States)
Drug Education

Self-Esteem Education [Character Education]

Death Education

School-to- Work "techademics"

(Be sure to remove all Basic Skills.)

Add the Following Funds for Extra Spice:

Title I (special provisions for disadvantaged youngsters)

Title II (school libraries, textbooks, and instructional materials, also "educational tech-
nology" and so-called "basic skills improvement")
Title III ("innovative programs," psychological experiments, "exemplary" programs;
additional guidance, and "special" programs for wonderful classes in health, popu-
lation and global education, testing and counseling)
Title IV (educational labs and centers, libraries, early childhood education, more guid-
ance, testing and counseling, social workers and psychiatrists)
Title V (grants and resources to the state education agencies for data collection and
management, personnel development, and handicapped, migrant children, "com-
munity education," ethnic heritage programs, bilingual education, opportunities for
Indian students, emergency aid, etc.)
If none of these ingredients are available in their original form due to "repackaging and
renaming" because of "brand name" changes, presently available substitutes work just as
well! Potential substitute items: Educators for parents (Parents as Teachers) or Together We
Can "caring communities."

Strain out all ABSOLUTE values and morals.

Sprinkle with Change Agents.

Simmer for twelve years to fourteen years.

TOPPING:

Add all four-year-olds, blend with year-round school and Head Start programs.
Combine the following (stirring constantly) :

Learner Outcomes

Accreditation Standards

(Teach-to-the-Test adds flavor, too.)
Pour in secretive, federal- and state-mandated tests (personality profiles passed off as aca-
demic tests) and report cards for parents.

Add a huge supply of edible "tokens" for immediate gratification after correct responses
blended into mixture.

Baste until ALL are completely BRAINWASHED.

Serving Size: Approximately 40,000,000 children

The Noxious Nineties : c. 1 999

449

Serve leftovers to the next generation. (Ideal to serve to State Senators and Represent-
atives, U.S. Congressmen and Senators, and other public officials during black tie
dinners.)

DESSERT SUGGESTION: TAXES A LA MODE

With this last entry I rest my case.

The deliberate dumbing down has now become the excuse for complete social change,
including the privatization of education (the handing over to the unelected multinational corpo-
rations the responsibility for education — actually training — of future citizens) . Such a transfer
of responsibility will be facilitated by the creation of charter/magnet schools and passage of
legislation providing tuition tax credits/vouchers. The workforce development system will,
of course, be international, as is indicated by many quotes in this book. Parents who may be
enthusiastic about the various choice proposals may change their minds regarding "choice"
when their child becomes part of the corporate fascist quota system, being tracked into a career
chosen for him/her by unelected corporate managers who set labor force requirements.

Such quotas will be a part of the global planned economy. Parents will have no say re-
garding their child's placement since there will no longer be an elected body, such as a school
board, to whom they can complain.

Only a dumbed-down, brainwashed, conditioned citizenry could willingly accept what is
being offered Americans under the guise of "remaining competitive in an increasingly global
economy," and relinquishing our sovereignty in the name of "global understanding and peace."
The following quotations from Edward Hunter, the man who coined the term "brainwashing"
and author of Brainwashing: The Men Who Defied It, 69 speak to what we as Americans can
still do to reverse the process:

Surely there can no longer be a trace of doubt that brainwashing is sheer evil. The fight
against it is the culminating issue of all time, in which every human being is protagonist.
There can be neither escape nor neutrality where such responsibilities lie.

There can be neither front nor rear, for the great lesson that came from the brainwashing
chambers was that while every man has a cracking point, every man's cracking point can be
immensely strengthened. That is the job of home, school, and church. The mother, teacher,
and pastor are in the front lines in this ideological conflict, and every word they say to their
sons and daughters is important to the struggle, for character more than anything else will
determine the outcome.

Truth is the most important serum and integrity the most devastating weapon that can
be used against the totalitarian concept.... Nothing should be allowed to interfere with the
task of getting those facts across to the people who need and can use them.

Only an informed people can shoulder their responsibility effectively. When free men
know both what they are fighting against and what they are fighting to preserve and enhance,
they are unbeatable, stronger than any strategy.

What is absolutely essential is that the full facts be given to all our people, for mind
warfare is total war. This approach can make our struggle for the mind the crusade it should
be. Never since man received reason beyond the instincts of animal kind has there been
a more important issue. In the fight to give man forever the opportunity to develop, every
possible weapon must be utilized on the field of battle, which is everywhere. There is no
"behind the lines" any longer.

450

Endnotes:

1 The foregoing information was taken from Appendix A-l of the SCANS publication What Work Requires of Schools (U.S.
Department of Labor: Washington, D.C, 1991).

2 National Issues in Education: Goals 2000 and School-to-Work by John F. Jennings, Ed. (Phi Delta Kappa: Bloomington, Ind.,
and The Institute for Educational Leadership: Washington, D.C., 1995).

3 For those interested in seeing how Skinner's animal training works with teachers, Madeline Hunter's Instructional Theory
into Practice: ITIP is a collection of Hunter's instructional materials which she developed and taught throughout her career.
This material may be purchased from: Association for Supervision and Curriculum Development, 1703 North Beauregard St.,
Alexandria, VA 22311-1714, Ph: 1-800-933-2723.

4 World Education for All Forum Secretariat is located at: United Nations Educational, Scientific, and Cultural Organization, 7
Place de Fonteroy, 75352 Paris 075P, France.

5 Polytechnical Education: A Step by Robert H. Beck available by calling 1-800-637-7651.

6 Ordering address: The Blumenfeld Education Report, Literacy Unlimited, Inc., 2527 Knox Drive, Rockford, Illinois 61114.

7 Global Alliance for Transforming Education, 4202 Ashwoody Trail, Atlanta, GA 30319.

8 Numinous: "1: supernatural, mysterious 2: filled with a sense of the presence of divinity; holy 3: appealing to the higher emo-
tions or to the aesthetic sense; spiritual." [Webster's Seventh New College Dictionary [G. & C. Merriam Company: Springfield,
MA, 1971.])

9 Please re-read the 1934 entry regarding Conclusions and Recommendations for the Social Studies funded by the Carnegie
Corporation, the wording of which very closely resembles the GATE entry.

10 Edwards Deming stated in an interview at the University of Pittsburgh in 1992 that "What I took to Japan [TQM] was not the
American way. "

11 "Non-hierarchical process of new leadership" is Total Quality Management (TQM).

12 See 1991 entry concerning Association for Supervision and Curriculum Development's efforts in the Eugene, Oregon School
District 4J for further information regarding Muller and his curriculum.

13 Glavin, Matthew J., Reach for the Stars: A Proposal for Education Reform in Georgia. (Georgia Public Policy Foundation: Atlanta,
GA, 1991)

14 In 1997 Michigan Governor John Engler funded and supported a report prepared by an appointed commission which recom-
mended that Michigan's schools — as an example to the nation — be divested of public control and turned into "corporations."
These "corporations" would give stock to families with children in the communities in which the schools were located and
to employees of the schools — the employees would receive larger shares than the parent/citizen stockholders — and to other
"interested entities" which could include business and corporate interests. Because of the structure of "corporations," the
question was and could be asked concerning the possibility of investment by foreign, or certainly interstate, interests. This
certainly raises the spectre of "corporate academies" being created out of our public schools.

15 Those interested in obtaining a copy of the Carnegie Corporation's report A Nation Prepared: Teachers for the 21st Century,
published in the May 21, 1986 issue of Education Week, can do so by writing to: Education Week, Suite 775, 1255 23rd Street,
N.W., Washington, D.C. 20003.

16 The Russian Deputy Minister of Education Elena Lenskaya was also a presenter at Willard Daggett's International Center for
Leadership in Education, Inc., Second Annual Model Schools Conference in Atlanta, Georgia in the summer of 1994. She
made a return appearance in the summer of 1998 at the Sixth Annual Model Schools Conference.

17 The USCEFA's definition for "basic learning needs," as put forth in their literature, is "the essential learning tools — such
as literacy, oral expression, numeracy, problem-solving and basic learning content — required by all people to develop their
full capacities to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make
informed decisions."

18 Education Development Center, Inc. in Newton, Massachusetts was the developer of the controversial social studies program
Man: A Course of Study or M.ACOS, based on the work of B.F. Skinner and Jerome Bruner.

19 See 1991 New American Schools Development Corporation entry.

20 British Columbia Teachers' Federation, 100-550 West 6th Avenue, Vancouver, BC V5Z 4P2.

21 For more information regarding Community Learning Information Network, write CLIN, 1776 K St., N.W, Fifth Floor, Wash-
ington, D.C. 20006, Office: 202-857-2330.

22 The writer considers this publication a "Must Read"! It may be ordered by sending $12.00 to: Billy Lyon, Route #1, Box 37,
Edgewood, TX 75117.

23 The reader may wish to order Ms. Rogers's first article, "In Loco Parentis: The Brave New Family in Missouri," as well as a
complete copy of the excerpted article from: Chronicles, 934 N. Main Street, Rockford, IL 61103.

24 From personal collection of this writer, provided by a fellow researcher.

25 See previous reference to this conference in the 1981 entry of this book dealing with comments by Malcolm Davis.

26 See 1993 entry for M. Donald Thomas's "A Plan for Action," which contains proposals from Dr. Don Thomas concerning $50
fines for parents who refuse to volunteer.

27 For further information on this subject, the NAEP, and violation of privacy, order a copy of "When Johnny Takes the Test:
How Your Child Is Identified and Tracked to the National Data Bank — and Beyond" by Melanie Fields, Anita Hoge and Sarah
Leslie from: Conscience Press, P.O. Box 449, Ravenna, Ohio 44266, or http://www.christianconscience.com.

28 Florida and Texas were specifically selected because of their use in the data collection project for migratory children and their
families.

29 Videotape from private collection.

The Noxious Nineties : c. 1 999

451

30 For more information about the NTL Institute services, or its approach to change, contact: Russell Bong, Marketing Manager,
NTL Institute for Applied Behavioral Science, 1240 North Pitt St., Suite 100, Alexandria, VA 22314-1403. Phone: 1-800-777-
5227; FAX: 703-684-1256.

31 See entry for 1983 quote from book by Eugene Maxwell Boyce, The Coming Revolution in Education and the New Theory of
Schooling.

32 "The Truth Behind Outcome-Based Education" was produced and distributed by Compass and can be ordered by calling:
1-800-977-2177.

33 William E. Brock has also served as a former U.S. Secretary of Labor and as chairman of the Labor Secretary's Commission
on Achieving Necessary Skills (SCANS), appointed by then-Secretary of Labor Elizabeth Dole.

34 National Center for Education Statistics. Financial Accounting: Classifications and Standard Terminology for Local and State
School Systems. (U.S. Government Printing Office: Washington, D.C., 1973) DHEW Publication No. (OE) 73-11800.

35 The Commission on Skills of the American Workforce produced this 1990 report. The commission included Marc Tucker,
who wrote the now-famous letter to Hillary Clinton following the election of Bill Clinton as President. It should be noted that
Hillary Clinton was appointed to the commission by William Bennett, then-secretary of education. (See 1986 entry dealing
with this story.)

36 Please see Appendix XI "When Is Assessment Really Assessment?" and index references for Sticht and Oettinger.

37 America 2000 eventually became Goals 2000.

38 The report from the Second Annual Conference on Model Schools was written by Cynthia Weatherly and published in the
January 1995 issue of The Christian Conscience (Vol. 1, No. 1).

39 "Voluntary," for the time being.

40 The words "forgotten half" are taken from the 1988 W.T. Grant Co.'s landmark report entitled The Forgotten Half: Pathways
to Success for America's Youth and Young Families. (See 1988 entry for more about this report.)

41 Susan Kovalik formed her ITI company in 1982 and has now moved to the state of Washington. If the reader is interested in
accessing Kovalik's materials, her internet site address is: http://www.kovalik.com. This writer in no way endorses the work
of Susan Kovalik, but is merely making this information available to provide the reader with original research.

42 Challengers for Insight's address is: 520 N. State Road 135, Suite M-125, Greenwood, IN 46142.

43 Fire in the Minds of Men: Origins of the Revolutionary Faith (Basic Books, Inc.: New York, 1980) was written by James H.
Billington, librarian of the U.S. Congress in which he wrote in chapter 4, "The Occult Origins of Organization," the follow-
ing: "The story of the secret socieites can never be fully reconstructed, but it has been badly neglected — even avoided, one
suspects — because the evidence that is available repeatedly leads us into territory equally uncongenial to modern historians
in the East and the West. ... In what follows I shall attempt to show that modern revolutionary tradition as it came to be inter-
nationalized under Napoleon and the Restoration grew out of occult Freemasonry; that early organizational ideas originated
more from Pythagorean mysticism than from practical experience; and that the real innovators were not so much political
activists as literary intellectuals, on whom German romantic thought in general — and Baviarian Illuminism in particular — ex-
erted great influence...." (p. 87) It is helpful for serious education researchers who have uncovered evidence similar to that
of Billington's to have an historian of his caliber confirming the influence of these occultic societies on the stability of society
in general, and education in particular, over the ages.

44 For more background on the history of the "common ground movement" in education reform, see "Separation of School and
State: Why We Cannot Sign," by Lynn and Sarah Leslie, published in the December 1997 issue of The Christian Conscience,
PO Box 449, Ravenna, OH 44266 or posted on the web at http://www.christianconscience.com.

45 Educational Testing Service was created in 1946 and was launched by an initial endowment of $750,000 from the Carnegie
Corporation.

46 For a summary report of the Former Pasco Teacher Survey, send a self-addressed stamped envelope to: TFAE, 2527 W. Ken-
newick Avenue, #350, Kennewick, Washington 99336.

47 Ms. Kosiec can be reached by writing: Barbara McFarlin-Kosiec, 635 N. Fisher, Kennewick, Washington 99336. She is also
available for speaking engagements/interviews.

48 Order National Issues in Education by calling 1-800-766-1156. The price is $18, plus $3 S&H.

49 A note at the bottom of the article states: "The article was approved by the ACSI Executive Board."

50 If the reader is interested in reading this article in its entirety, please write: Association of Christian Schools International,
P.O. Box 35097, Colorado Springs, Colorado 80935-3509, or call 1-800-367-0798.

51 American Family Association Law Center's address is: P.O. Drawer 2440, Tupelo, Mississippi 38803; and telephone: 1-601-
680-3886.

52 Los Horcones's e-mail address is: walden@imparcial.comm.mx.

53 John Naisbitt is the author of Megatrends and Megatrends 2000, required reading for former Speaker of the House Newt
Gingrich's seminars.

54 This is wording found in PPBS/MBO material.

55 Esther Dyson was also a speaker and active participant in the Progress and Freedom Foundation's meeting in Atlanta in 1994,
"Cyberspace and the American Dream."

56 Refer to the 1984 National Council for Educational Research entry for the history of The Reading Excellence Act.

57 Private conversation with teacher who wishes to remain anonymous due to the political heat generated by these reading
discussions.

58 Those interested in the activities of the Frank Porter Graham Child Development Center can access its website at: http:
//www.fpg.unc.edu.

452

59 George Soros is chairman of the Soros Fund Management. Born in Budapest, Hungary, Soros received his B.S. degree from
the London School of Economics in 1952. Married for the second time to Susan Weber Soros, they have raised five children,
two born of his first wife. Maintaining homes in Manhattan, London, and Southampton and Bedford, New York, he describes
himself as a "financial, philanthropic, and philosophical speculator." Investment funds bearing his name have earned him
a fortune estimated at $2.5 billion. He has now become more well known for giving money away than for amassing it, and
has established a global network of philanthropic organizations. In the early 1980s he used his wealth to foster political
and philosophical freedom in Eastern Europe. To overcome censorship in his native Hungary, Soros distributed photocopi-
ers throughout the country. After building a record of worldwide giving which tops over $350 million annually, Soros has
turned his focus on the United States, sponsoring controversial projects dealing with social programs — including drug policy
reform and poverty (Vanity Fair. November, 1997). The August 14, 1998 issue of USA Today carried an article entitled "Soros
Stirs Ruble Debate" which states: "But few people knowledgeable of financial markets — even those outside financial circles
who dislike Soros for his donations to assisted suicide and the legalization of marijuana — are prepared to accuse him of a
conspiracy to cause a Russian panic."

60 Refer to the 1993 entry dealing with H.R. 6.

61 Ms. Fessler can be reached at: 7530 Ross Road, New Carlisle, OH 45344, 937-845-8428, diana@fessler.com or http://
www.fessler.com.

62 Formerly known as the Drug Free Schools Act.

63 National Center for Educational Statistics within the Office of Educational Research and Improvement of the U.S. Department
of Education produced these handbooks for use by state and local education agencies in collecting data on all aspects of
school- and community-related activities, arranged in detailed collection codes.

64 These handbooks are a central part of the Planning, Programming, Budgeting and Management System (PPBS) extensively
documented in this book.

65 "Early Warning Family Response," the government's "Action Plan to Deal with Violence," which illustrates the oppressive
hand of government at work, can be obtained by calling: 1-800-4ED-PUBS (1-800-433-7827) or by e-mail at edpuborders
©aspersys.com.

66 National School Conference Institute (NSCI), P.O. Box 37527, Phoenix, AZ 85069-7527, Toll free: 888-399-8745, http://
www.nscinet.com

67 For more information on this project, contact L. Allen Phelps, Center on Education and Work: 608-263-3696 (Ph.) or 608-
262-3063 (Fax) or aphelps@soemadison.wisc.edu.

68 For more information about Michael Farris and HSLDA, visit http://www.christianconscience.com.

69 Edward Hunter. Brainwashing: The Men Who Defied It (Vanguard Press, Inc.: New York, New York, 1956), chapter 11, "A
Matter of Integrity. "

The Noxious Nineties : c. 1999 453

AFTERWORD

It is agreed by many Americans that the United States is living on "borrowed time,"
but how many of us are willing to reflect seriously on what has happened and how the
situation can be reversed? In 1985 this writer, in her slim booklet Back to Basics or OBE...
Skinnerian International Curriculum?, warned:

Whether or not the United States of America — through citizen preoccupation with fashion,
TV, sports, gourmet cooking, jogging, making a living, etc., all of which are perfectly
legitimate and worthwhile activities in a "free society," coupled with lack of understanding
of the internationalists' use of gradualism and Hegelian philosophy to attain their
goals — slides into the totalitarian black hole of a socialist one world government, with the
resulting loss of freedoms our ancestors fought and died for, depends on whether YOU, the
reader, are convinced the problems described in this book are serious enough for you to
spend a few minutes writing to your elected officials.... If the present situation continues
unchecked, by the year 1998: children now in kindergarten will have been through thirteen
years of Skinnerian world government brainwash under the deceptive guise of the "New
Basics"; you and I may no longer be around to vote; and the 18-year-olds may well be on
their way to vote what historians have referred to as the greatest experiment in human
freedom straight down the tubes.

Well, this writer is still around, and fortunately, so are many other concerned Americans
who in 1985 were in their fifties. What this writer predicted has for the most part happened,
although it is difficult for the average American to identify or to nail down since the loss of our
freedoms at the ballot box — and more importantly through regional government which uses
unelected officials to make decisions — has been introduced very gradually.

The most serious problem resulting from the "deliberate dumbing down" is that
important decision making is increasingly being delegated to unelected Americans. Citizens

455

456

are being called upon to participate in the political process through communitarian
group management procedures (site-based school management, task forces, blue-ribbon
commissions, town meetings, group consensus, call-in talk shows, polling, etc.) and public
policy is being made using the "uninformed" opinions of those who have, through no fault
of their own, been dumbed down by being either mis-educated or not educated at all in the
traditional sense. Many cannot even read a newspaper and depend on TV for their knowledge
and understanding of current events.

Part of the solution to this problem could be to return all decision making to duly-elected
officials. That, of course, would not assure that those who are elected would be any
better qualified to make decisions than those presently calling the shots in Delphi circles
and the numerous unelected decision-making venues at work in our country. However,
accountability would be restored, and citizens could once more, as free individuals — and,
I repeat, individuals— vote these people out of office and elect persons who are educated
in the traditional disciplines of history and government (the U.S. Constitution), economics
and basic academics. Eventually, if the public education system can be restored to its former
excellence, our nation would be able to get back on track.

Seldom, if ever, does one hear the following fairly simple solution suggested when the
question is posed regarding how to restore our public education system to its traditional
(pre-1930's) state of excellence:

Elected officials at the local level have the authority to re-establish public education
according to the wishes of the taxpayers in each local community. Teachers with degrees
in specific subject matter could be hired without requiring that they have state or national
certification which subjects them to seemingly ruinous training courses which do not deal
with academic material. However, the funding of the schools must remain locul if citizens
wish to re-create truly academic institutions. There can be no tuition tax credits, vouchers,
charter schools, or laundered state tax monies (monies co-mingled with federal money) if
citizens wish to be 100% in charge of the education philosophy; i.e., curriculum, hiring
of teachers, teaching methods, etc. Americans forget too easily the old saying, "He who
pays the piper calls the tune." For those who find such a solution unworkable due to
the discrepancies in local community tax bases, I say refer to the beginning of this book
regarding the ability to educate on a shoestring. Education costs little: brainwashing and
social services are very, very expensive.

Granted, the above "solution" may sound simplistic, and in this day and age would not
be easy to implement in urban areas, where many of the needs are the greatest. However,
when one surveys the urban education landscape as presently constituted, there are few
bright spots. Billions of dollars in tax money, which should have gone into true academics,
have been siphoned off into the operation of huge and unnecessary bureaucracies. As one
has seen after reading this book, community services and changing students' values have
been judged more essential than teaching a child to read, to understand his historical setting,
the essentials of science, and how to calculate. Basic academics, in most inner city schools
under the umbrella of Effective Schools Research, have been taught using Skinnerian mastery
learning programs which have resulted in producing low test scores. Discipline has broken
down to such an extent that the prescription of the drug Ritalin is commonplace, retired
military officers are running urban schools, uniforms are mandated in many public schools,
and the police are being called upon to keep order in the former halls of academe.

Afterword

457

There is no question that much careful and sensitive thought must go into planning
for the urban schools, keeping in mind at all times that most of the problems facing these
schools and communities have been a result of what you have read about in this book and
the willingness of elected officials to accept the "carrot" along with the big stick (the money
with all the federal and state controls on how it is to be used) .

It is never too late to see the light at the end of the tunnel. Nothing positive can be
accomplished, regardless of how much money and good will exist, unless we Americans
learn again to stand on our own two feet, as individuals, not as members of the "group"
using Total Quality Management, but as individuals with God-given intellects; as individuals
who accept their responsibility to be contributing participants in our constitutional republic
instead of being observers in a so-called "participatory" democracy where only those who
agree with the status quo will be allowed to have a voice. Our nation did not become great
through group action. It became great in every way due to individual Americans thinking
and acting independently, caring for one another and not expecting the government to
care for them or their neighbors, and accepting responsibility for their actions without
blaming the "environment" for all their misdeeds — from broken marriages, smoking and
drinking to violent behavior.

To repeat the theme of this book: We are human beings, not animals. We have free will.
We can choose and build our futures, something animals are not capable of doing. Animals
are justified in blaming their environment for their behavior! We, as human beings, with
intellect, soul and conscience, do not have such justification.

Very recent history, being made as this book is written, should serve as a wake-up
call. We, as citizens, seem increasingly unable to make the important connections between
individual personal behavior and its effect on the nation/world as a whole. There can be
no stability in our world if common decency (morality) is shunted aside and considered a
"personal matter" not affecting the entire body politic (personal behavior vs. public morals).
Our children deserve more from those adults who bemoan the sorry state of this nation
while making excuses for public officials' immoral conduct, and who are poor examples
of good behavior themselves. How can we expect our children to grow up and become
responsible citizens and future leaders if we sanction immorality at all levels of personal
life and government? How can our children accept our criticisms and correction when
caught lying or stealing when they see us making excuses for such behavior at the highest
levels of government and leadership?

Truly, the "non-absolutist value vaccine" (extensively documented in this book) has taken
and can be expected to further sicken our nation in the absence of a return to dependence on
very clear and simple moral standards, such as the Ten Commandments which used to hang
on the walls of every school and public building in this nation.

Of utmost importance for all Americans at this critical juncture in American education
is for us not to accept a solution that may in the long run turn out to be more harmful than
the present unsatisfactory state of American public education. Some solutions being floated
around sound good, such as the complete abandonment of public education in favor of a
privately operated system in which parents ostensibly could choose the school to which they
send their children. It is important to take a very hard look at such solutions. First, who is
going to run those schools? Are parents aware that the New American School Development
Corporation and its charter schools for workforce training were set up precisely for the
purpose of replacing the deliberately "crashed" public schools? Where would children

458

in the low-income urban areas end up? What private and/or "publicly-funded private"
entities are waiting in the wings to orchestrate and relegate these students into dead-end
workforce training institutions?

As explained in the preface and at the end of this book, the global workforce training
system is being put in place as I write. For example, on June 28, 1999, Gene Sperling, the
director of the President's Economic Council, in an interview with CNN's "Moneyline" said
that some of the $100 billion "surplus" could be used to make sure "children are ready to
be the workers of the next century." What real "choice" will parents have when it comes to
where their children will be so-called "educated" (trained) to be the "workers of the next
century"? The powers-that-be must be pretty sure of themselves to so blatantly refer to
education's primary goal as creating little workers. Are American parents really so dumbed
down that they find such comments coming from the highest office in the land acceptable?
Even if those operating charter schools had the best of motives, what is going to happen
to the majority of children who come from homes where both parents work, where there
is only one parent, where there are numerous societal problems which would impinge
upon the freedom of parents to be a part of the privately-supported system— sell their
children into serfdom?

"Choice in education" is an appealing concept until put under the microscope of
1990s reality. At this point in time, "true choice" with no strings attached exists only for
homeschoolers and private (independent and religious) schools that have not in any way
compromised their freedom to do exactly as they wish. By that, the author means that such
an entity has never: (1) accepted one single penny which has at any time, in any fashion,
been a source of government — at any level — revenue (tax money; i.e., vouchers, tax credits,
or funding from private sources subsidized in any way by the government); and or (2) availed
themselves of any services provided by local, state, or federal governments or private sources
subsidized in any way by the government (i.e., extracurricular school activities including
music, art, sports, field trips, computer use, etc., or health and mental health services which
may have been provided when the student was enrolled in the public school system). "True"
choice is an option for the minority of children whose parents had better be on guard
when offered free computers and software to learn the curriculum required in order to
obtain the certificate in mastery necessary to obtain a job or be accepted in college.
"True" choice is not an option for the majority of children whose parents are not in a
position to avail themselves of it.

A massive national effort to restore true local control of our public schools seems
to this writer to be the only "real" long-term solution which will guarantee freedom and
upward mobility for all our children. Such a solution is no more difficult to implement than
solutions presently being offered by those who wish to "use" America's youth for their own
profit-seeking motives-resulting in the loss of economic and political freedom.

In order for such a solution to be implemented, elected officials must understand from
whence came the problems in education. It is for that reason, for the true understanding
of public officials, that this book was written. The author hopes and prays that the great-
est number of elected officials will read this book and take the necessary courageous action
to reverse the situation which, if left unattended, represents a grave threat to the continued
freedom of our nation.

—Charlotte Thomson Iserbyt

GLOSSARY

GLOSSARY

Accountable/ Accountability. See Behaviorist Terminology section at end of Glossary

Affective Domain. The area of learning that deals with feelings, beliefs, values, attitudes, and
motives — all those inner factors that determine behavior and responses to stimuli. By
changing or modifying the affective domain, educators can control behavior, or so they
believe. (See Direct Instruction, Mastery Learning, Taxonomy of Educational Objec-
tives, and Appendix XIX)

Assessment. Has come to be accepted as a means of measuring student progress toward inter-
national, national, and state goals. It should be noted that there is no dictionary definition
which defines "assessment" in this way The education establishment has co-opted this
word over time. (See Authentic Assessment and Appendix IV and XI)

At-Risk Student. Any "student who is at risk of not meeting the goals of the educational
program... or not becoming a productive worker" (Iowa State Standards which match
the National Goals). Programs such as Parents as Teachers (PAT), 21st Century Schools,
Healthy People 2000, and others define at-risk categories. (See 1992 Parents as Teachers
articles by Laura Rogers)

Authentic Assessment. Measures a student's behavior; alternative performance measure of
a student's ability to solve problems and perform tasks under simulated "real life" situ-
ations. It measures student responses which demonstrate what students think, do, and
have become. These outcomes are recorded during normal classroom involvement such
as recess, lunch, field trips, and at other unexpected times. Teachers may use hand-held
computer scanners that scan the students' bar-coded names and responses, then transfer
the information into a computer at a later time. (See Appendix XVI)

Behavior Theory, Behavior Modification, Behaviorist, Behaviorism. (Refer to Behaviorist
Terminology section of the Glossary and Appendix II, III, V and XIX) .

Benchmark. The following definition is taken from "A Report from the Committee on Labor
and Human Resources, Summary of S. 14" and is also included in Appendix XV:

This act will require States to measure and report annually on bench-
marks — measurable indicators of the progress the State has set out to achieve in
meeting broad work force development goals related to employment, education,
and earning gains.

Benchmarks related to employment and earning gains include, at a minimum,
placement and retention in unsubsidized employment for one year, and increased
earnings for participants.

Benchmarks related to education include, at a minimum, student mastery of
certain skills, including: academic knowledge and work readiness skills; occupa-

G-3

G-4

the deliberate dumbing down of america

tional and industry-recognized skills according to skill proficiencies for students
in career preparation programs; placement in, retention in, and completion of
secondary education; placement and retention in military service; and increased
literacy skills. It is expected that States will develop additional benchmarks.

Block Grants. Part of the New Federalism movement of the early eighties, block grants send
federal assistance, with all its federal regulations, directly to the local level, bypassing the
traditional constitutional oversight of the state legislature. Block grants are a necessary
part of unconstitutional regional government. They are sold to the citizens as enhancing
local control when in fact they do just the opposite by removing an important elected
official check at the state level. The 105th Congress (1998) Republican-backed Dollars to
the Classroom Act is a good example of how this state legislative bypass is effected.

Career Transcript. The SCANS 2000 Center at Johns Hopkins University in Baltimore has
developed something called a "career transcript," the purpose of which is to provide
quick, more accurate summaries of applicants' education and work experiences. A career
transcript "can be thought of as a certified resume of lifelong learning, " SCANS 2000 Chair-
man Arnold Packer wrote in a recent paper on the proposal. "The problem with academic
transcripts," Packer said, "is that they're designed for students going on to other schools;
they have little currency in the workplace." The career transcript "sort of fits between"
resumes and school records, Scott Brainard, a SCANS/2000 program evaluator, said. It
would contain a job applicant's scores on standardized tests such as the SAT or tests from
national vendors like Microsoft.

The transcript also would include an assessment of workplace performance based on
supervisors' evaluations, and an assessment of school performance based on benchmarked
classroom tasks. The common language of the career transcript would be provided by
SCANS (Labor Secretary's Commission on Achieving Necessary Skills), a 1991 panel that
identified skills workers need in such areas as planning, communicating, working with
others and using technology.

[The above information was excerpted from a report of the Association for Career
and Technical Education, which was downloaded from the Internet, January 24, 1999
(http : / / www. avaonline. or g/ Weekly, html) , ed . ]

Carnegie Unit. A system developed in 1905 for standardizing the high school curriculum. Tra-
ditionally, students were required to complete a certain number of Carnegie Units (seat
time in a specific subject area) in order to graduate (i.e., 4 units of English, 4 of math, 4 of
history, 4 of science, etc.) . The restructuring of American education from inputs to outputs
(outcome-based education) requires the removal of the Carnegie Unit as an indicator of
academic exposure in order to graduate.

Certificates of Initial and Advanced Mastery (CIM and CAM). These certificates are a result
of the 1990 report America's Choice: High Skills or Low Wages! produced by a commis-
sion appointed by the National Center on Education and the Economy. This group, led
by Marc S. Tucker, was co-chaired by former U.S. Secretaries of Labor and chaired by
Ira C. Magaziner, close friend and advisor to the Clintons. [Marc Tucker's organization
holds trademark ownership of "Certificate of Initial Mastery" and "Certificate of Advanced
Mastery." That being the case, why are states and localities issuing what amounts to a
privately validated diploma? ed.]

Glossary

G-5

The following excerpts regarding School-to-Work (STW) and CIM and CAM have
been taken from The School-to-Work Revolution by Lynn Olson (Perseus Books: Reading,
Massachusetts, 1997), pp. 191-193. [The writer recommends Olson's book for those inter-
ested in the history of school-to-work activities in the United States, without necessarily
endorsing her views, ed.]

The report advocated creating an Americanized version of the European
systems, beginning with a radical restructuring of the American high school. All
students would have to demonstrate that they had met a high standard of academic
achievement during the first stage of their secondary school education. Those
who did would earn something called a "certificate of initial mastery, " typically
at around age 16. [The CIM also requires mastery in the various attitudes and
citizenship skills declared necessary for employment and citizenship, ed.] During
the upper stage of secondary school, students could either enter college directly,
spend additional time preparing for the more competitive colleges and universi-
ties, or begin to pursue a professional and technical certificate, which most likely
would require some postsecondary education.

At the time, Vera Katz was vice chairman of the House Education Committee
in Oregon and a member of the National Center's board of directors. Katz saw an
opportunity to apply the adage that "all politics is local. " From her offices in Salem,
she decided to put the commission's recommendations to the test. The bill that
she sponsored in the Oregon legislature mirrored many of the recommendations
in America's Choice. It passed in 1991 with little opposition and with the strong
backing of both the governor and the state's business community.

It called for all students to earn a certificate of initial mastery [CIM] in the core
academic subjects by grade 10. After that, all students would pursue a "certificate
of advanced mastery" (or CAM) in one of six career pathways for their last two
years of high school. Within each pathway (in arts and communications, business
and management, health services, human resources, industry and technology, and
natural resources) students could earn either a college-preparatory endorsement
or a professional-technical endorsement, or both.

Supporters of the new law hailed it as the end of tracking in the high schools.
Because all students would have to meet a common academic standard to receive
a certificate of initial mastery, all would have to demonstrate command of high-
level academic content.

Opponents of the new law depicted it as tracking writ large. They claimed
that because students at the age of 16 would have to select a career pathway
and decide whether they were pursuing entry in a four-year college or not, their
opportunities would be limited. They also worried that the law would encourage
students to drop out of high school once they had earned the certificate of initial
mastery.

The Oregon Education Association, the state's largest teachers' union, came
down hard against the new law. "Schools should not be forged as a service industry
for business, nor should we be misdirected by the assumption that our economic
ills are somehow the fault of the public schools," the union protested.

The majority of parents and students surveyed also opposed having to
choose a career focus by the middle of high school, particularly if young people
could not change their minds. However, they liked the idea of providing both col-
lege-bound and non-college-bound students with a sense of how their academic
courses applied to the real world, and they thought high schools should provide

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the deliberate dumbing down of america

students with some career preparation.

Change Agent. A term used by many people, including President Clinton, leading educators,
and social engineers, to identify individuals, highly trained in the group process and in
the Delphi Technique. These people are designated to bring about controversial change
in education, in the operation of our local and state governments, and at the federal and
international levels. (See Preface regarding Iserbyt training to become a change agent, 1947
regarding establishment of National Training Laboratory, 1973 Ronald Havelock Change
Agent Guide, 1993 letter from Lawrence Lezotte, and Appendix XIV)

Character Education. Programs which are offered under the following labels of: "values educa-
tion," "citizenship education," "civic education," and similar titles. The purpose of these
courses is to teach students global, core, humanist, no right/no wrong values. The process
of identifying the core values involves the entire community, often bypassing the views of
elected school boards. The first attempt at devising such a curriculum was made in 1964
when the American Humanist Association began its involvement in "ethical education."
The roots of humanistic moral/character education lie in the United Nations Educational,
Scientific, and Cultural Association (UNESCO) . As a school board director trying to remove
values clarification from the curriculum in 1977, I was informed by a Congregational
minister at a public school board meeting that parents did not have a right to determine
their children's values — that it was up to the government schools to do so!

Many well-meaning groups have attempted to implement "character education"
programs with the intention of instilling biblically supported values. It should be noted
that attempting to instill Bible-based virtues without spiritual understanding or instruc-
tion will always result in less-than-successful results. Also, to base "commonly-held"
character qualities on prevailing law does not take into consideration possible changes in
the law. Another important consideration with character education is who will teach it.
School boards have been consistently hamstrung by civil rights statutes when it comes
to hiring teachers whose lifestyles exhibit desirable character qualities and who are good
role models for students.

(See 1933 Humanist Manifesto I, 1933 Onalee McGraw pamphlet Secular Human-
ism in the Schools, 1941 Education for Destruction by Philadelphia, Pennsylvania public
school teacher Bessie Burchett, 1946 Brock Chisholm speech, 1964 "Ethical Education"
published in Free Mind [the journal of the American Humanist Association] , 1970 Leonard
S. Kenworthy "Background Paper," Core Values/ Virtues, and Appendix V and XIX)

Charter School. A public school created by a partnership between the private sector and gov-
ernment for the purpose of providing additional academic and other choices for students.
Charter schools must comply with federal and state laws in order to receive funding. How-
ever, these schools have no elected board, making them an excellent example of taxation
without representation. Charter Schools are supported by conservative Republicans as
well as liberal Democrats, including President Clinton. (See 1991 NASDC article, Magnet
Schools, and Appendix XII)

Choice. Allowing parents to enroll their children in any public school within the district or
inter-district, or, depending on the scope of the choice program, providing tax credits that
can be applied toward tuition in private schools. All schools receiving federal funding must
adopt "voluntary" national standards which force students to conform to government-

Glossary

G-7

defined and dictated core beliefs, values, and attitudes. "Such choices should include all
schools that serve the public and are accountable to public authority," asserted America
2000: An Education Strategy (U.S. Department of Education: Washington, D.C., 1991), p.
31, which was developed under Secretary of Education Lamar Alexander.

Presently, parents have the choice to enroll their children in public schools, private
or religiously affiliated schools, or home school them. To adopt "choice" solutions will
bring government regulation to all choices because public money cannot be expended or
credited without accountability; it is illegal to do so. The recent move to support privately
funded vouchers by giving tax deductions for them is a backdoor approach which will
boomerang because even a tax deduction has to be accountable. A study of the gradual-
ism involved in regulation of the child care industry is a case in point. As parents were
allowed tax deductions for child care, regulations were suddenly drawn up and imposed,
in many cases forcing the home-based child care providers out of business or into an
underground operating mode. Family members who were providers of child care were
excluded from the exemption, etc. Another result has been the regulation of private and
government child care providers to the point that even the food they offer the children
must meet a standard. Beware of "choice" proposals, no matter who is offering them. (See
1991 Virginia Birt Baker's "Educational Choice — The Education Voucher, Tax Credits, and
the Nonpublic Schools," and Resource List)

Citizenship Education. The following definition comes from "School-to-Work and Ralph Tyler"
by Dean Gotcher in Institution for Authority Research Newsletter (April 1998):

Education which produces a socialist (dialectic-minded) citizen who is not
concerned with unalienable rights (given by a higher authority) but with human
rights (determined by the group in consensus, guided by social engineers). With
the former, one is innocent until proven guilty, since facts determine one's guilt;
with the latter, one is guilty until proven innocent, since feelings (personal, social
felt needs) determine one's guilt or innocence.

(See Character Education, Citizenship Education, and Values Clarification)
Climate. See Environment.

Cognitive Dissonance. Disorganization of thoughts, mental confusion, and emotional tension
caused by behavior modification which conflicts with one's values. Such manipulation
causes many to rethink and modify their values in order to conform to expected behavior.
(See 1991 "Paradigm Change: More Magic than Logic" by John C. Hillary, and Appendix
XIII and XIX)

Cognitive Domain. (See Taxonomy of Educational Objectives and Appendix XIX)

Common Ground. A place of compromise; a p/eascmr-sounding strategy developed by change
agents for silencing opposing voices and winning community support. The adjective
"bipartisan" is used more and more in a positive way as elected officials accept the per-
ceived "need" to come to consensus in order to avoid conflict. (See Consensus Building,
Delphi Technique, Group Process, Synthesis, and Appendix XXII)

Community Education. A process, not a program, by which the total community is involved
in decision making by consensus, using the group process and the Delphi Technique.

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the deliberate dumbing down of america

The original purpose of Community Education was and still is to put all services (health,
leisure, senior citizen, recreation, etc.) under the umbrella of the school district. Com-
munity Education literature states that the purpose of Community Education is to change
the attitudes and values of community residents. Community Education seeks to eliminate
elected officials, replacing them with politically correct, unelected members of a com-
munity council who will not challenge controversial new programs. Government officials
who promote Community Education have likened it to the Chinese Communist communal
system. "Group process," "participatory democracy," and "sustainable development" are
other terms associated with Community Education. (See 1979 October article on school-
based clinics, 1994 November Iserbyt article in Education Week and Appendix I)

Consensus Building. The process by which students, schools, communities, or groups of
people learn to give up individual beliefs and ideas in order to work for "common goals."
These may be dictated from the top down (international to local), yet be promoted as
grassroots ideologies. Consensus building changes beliefs through pressure to conform
to group thinking. (See Common Ground, Delphi Technique, Group Process, Synthesis
and Appendix XXII)

Core Values/Virtues. The late Ernest L. Boyer, former president of the Carnegie Foundation for
the Advancement of Teaching, defined "The Core Virtues" in his book The Basic School:
A Community for Learning — An Introduction to the Basic School as

The Basic School is concerned with the ethical and moral dimensions of a
child's life. Seven core virtues— honesty, respect, responsibility, compassion, self-
discipline, perseverance, and giving — are emphasized to guide the Basic School
as it promotes excellence in living, as well as in learning.

He goes on to say under a section called "Living with Purpose" that

The core virtues of the Basic School are taught both by word and deed.
Through curriculum, school climate, and service, students are encouraged to apply
the lessons of the classroom to the world around them.

On face value, who could question the above seven core virtues? A problem arises when
a student interjects his religion's definition of any of these core virtues. That is when
values education becomes sticky and when that student will be put down with a retort
from the teacher similar to "That's your definition." Unless the core virtues have a solid
religious or philosophical base which does not allow for situational ethics, instruction in
this controversial area becomes useless, confusing, and a waste of time. (For Example: the
culture of the Netsilik Eskimo Tribe, discussed in Man: A Course of Study [MACOS], the
controversial B.F Skinner/Jerome Bruner social studies program, considered the putting
of elderly people out on the ice to die the "compassionate" and "responsible" thing to do.
(See 1975 MACOS entry and Appendix IV, V and XIX)

Critical Thinking. Professor Benjamin Bloom defines good teaching as "challenging students'
fixed beliefs." Critical thinking does exactly that using Bloom's Taxonomy and values
clarification to bring about attitudinal and value change. (See Appendix XIX and XXIII)

Delphi Technique. The social scientists' label for a communication technique used to get a

Glossary

G-9

diverse group to arrive at a predetermined consensus position through circulating infor-
mation for comment in several rounds, synthesizing the responses until all agree. If a
participant's view cannot be synthesized with the group's view after repeated rounds,
then the premise must be declared invalid and abandoned. More recently, the foregoing
original definition has evolved into allowing the participant's opposing view to be aban-
doned in order to achieve consensus. (See Common Ground, Consensus Building and
Group Process)

Dialectic, Hegelian. Common ground, consensus, and compromise/thesis-antithesis-synthesis.
(See Preface, Common Ground, Consensus Building and Group Process)

Direct Instruction (DI). Developed by Siegfried Engelmann in the 1960s and known as DISTAR
(Direct Instruction System for Teaching and Remediation) or SRA's "Reading Mastery,"
it was one of the models used in Project Follow Through. Direct Instruction is based on
Skinnerian operant conditioning and has traditionally been used with special education
students. DI requires teachers to teach from a script and to use hand signals and sounds to
punctuate the "learning" process. The following excerpts taken from the research of those
deeply involved in the development and promotion of Direct Instruction provide important
information about this Skinnerian "scientific, research -based" method of instruction.

(1) "The Direct Instruction Model emphasizes group face-to-face instruction by
teachers and aides using carefully sequenced lessons in reading, arithmetic,
and language. These programs were designed by Siegfried Engelmann using
modern behavioral principles and advanced programming strategies (Becker,
Engelmann, & Thomas, 1975), and are published by Science Research Associ-
ates under the trade name DISTAR." ("Sponsor Findings from Project Follow
Through," Wesley C. Becker and Siegfried Engelmann, University of Oregon,
Effective School Practices, Winter, 1996, page 33)

(2) "Direct Instruction: A behavior-based model for comprehensive educational
intervention with the disadvantaged. " Paper presented at the VIII Symposium
on Behavior Modification, Caracas, Venezuela, February, 1978. Division of
Teacher Education, University of Oregon, Eugene, Oregon. Reference Notes at
the end of the article include: "A Constructive Look at Follow Through Results"
by Carl Bereiter, Ontario Institute for Studies in Education, and Midian Kurland,
University of Illinois at Urbana-Champaign, originally published in Interchange
(Vol. 12, Winter, 1981) , which was reprinted, with permission, in Effective School
Practices (Winter, 1996).

(3) "First, he (Engelmann) hypothesized that children would generalize their learn-
ing in new, untaught situations, if they could respond perfectly to a smaller set
of carefully engineered tasks. He also favored a rapid instructional pace and
choral group response, punctuated by individual student responses, believing
that this would heighten student engagement and allow teachers to perform
regular checks for student mastery," from "Making Research Serve the Profes-
sion" by Bonnie Grossen, Research Associate with the University of Oregon's
National Center to Improve the Tools of Educators, a project funded by a grant
from the U.S. Office of Special Education, and publisher of Effective School
Practices, published in the Fall 1996 issue of American Educator, journal of the
American Federation of Teachers.

G-10

(See Effective Schools, Mastery Learning, and Appendix II, III, XVII and XXI)

Effective Schools. The following definition is taken from an article entitled "Effective Schools
for Results" published in The Effective School Report (July 1984):

Over the past 30 years there have been three primary programs related to the
design and implementation of Effective Schools and successful learning results.
Each effort focused on different aspects: behavioral change and application of
learning theory to produce successful learning results; identification of sociologi-
cal factors operating in Effective Schools; teaching strategies to effect learning;
and the combination of these variables and practices in a systematic approach to
achieve learning and management results. The results of these research programs
offer proven practices which, when combined in an interdisciplinary approach,
can deliver "predictable excellence" in educational results, the ultimate criterion
of an Effective School program.

The following professionals and groups have been involved in this research
and development: Wilbur Brookover, Ron Edmonds, Effective Schools Research
Movement; B.F. Skinner, Norman Crowder, Robert E. and Betty 0. Corrigan (1950-
1984), Mastery Learning Practices; R.E. Corrigan, B.O. Corrigan, Ward Corrigan,
and Roger A. Kaufman (1960-1984); Project entitled "A Systematic Approach for
Effectiveness (SAFE) for District- wide Installation of Effective Schools."

(See July 1984 Effective School Report and Appendix VI and XXVI )

Environment. A key term used in behavior modification. Changing one's environment can be
utilized to bring about behavioral change. The term "psychologically facilitative climate"
means the same thing as "positive school climate. "

Facilitate, Facilitator. A change agent who chairs handpicked committees or groups to direct
discussion toward the "right," predetermined conclusions or consensus. This process is
called "managed change." Facilitators are highly trained to deal with "resisters," those
opposed to the predetermined change. (See Change Agent and Appendix XIV)

Global Education. Education for the purpose of creating "global citizens. " Also known as "world
class" education, "holistic" education or the "transformation" of education. A pilot global
education curriculum in Iowa {Catalogue of Global Education Classroom Activities, Lesson
Plans, and Resources, 1991) emphasized topics such as environmentalism, vegetarianism,
pantheism, pacifism, population control and global government. In holistic fashion, it
was designed to be "integrated" and "infused" throughout the academic curriculum. The
Global Alliance for Transforming Education (GATE) in Education 2000: A Holistic Perspec-
tive (1991) defines holistic (global) education as follows:

We call for wholeness in the educational process, and for the transformation
of educational institutions and policies required to attain this aim. Wholeness
implies that each academic discipline provides merely a different perspective on
the rich, complex, integrated phenomenon of life. Holistic education celebrates
and makes constructive use of evolving, alternative views of reality and multiple
ways of knowing. It is not only the intellectual and vocational aspects of human
develpment that need guidance and nurturance, but also the physical, social,
moral, aesthetic, creative, and in a nonsectarian sense — spiritual aspects. Holistic

Glossary

G-ll

education takes into account the numinous mystery of life and the universe in
addition to the experiential reality.

(See 1991 Global Alliance for Transforming Education, Sustainable Development,
World Class Education, and Appendix XXVII.)

Gradualism. "Two steps forward, one step back." This political process allows change agents
to introduce major social change in bits and pieces, rather than in sweeping proposals.
Often semantic deception is used to introduce these changes, focusing attention on the
"trees" (the bits and pieces) rather than the "forest." Gradualism keeps the common
thread of change out of view while the process of change continues — unnoticed by the
general public. (See Preface)

Group Process. The group process uses sensitivity training and other psychological techniques
to strip the individual of his individuality and to manipulate him into conformity with
politically correct group values and goals. (See 1947 National Training Laboratory, Con-
sensus Building and Appendix XXII)

Higher Order Thinking Skills (HOTS). Psychological manipulation using "application, analy-
sis, synthesis, and evaluation" (the higher levels of Bloom's Taxonomy) without the fac-
tual knowledge needed for rational and objective thinking. The student is drawn toward
making conclusions based on biased, politically correct information and disinformation.
(See Critical Thinking and Appendix XIX and XXIII)

Holistic (Wholistic) Education. Involving the whole person — "body, soul and spirit." It inte-
grates all subjects and infuses everything with a pantheistic, monistic spirituality. (See 1991
Sustainable Development/GATE entry, Global Education, Appendix XXVII, and Resource
List Brave New Schools information)

Human Capital or Resource. The new label for all children and adults who are being shaped/
molded to match the supposed needs of the global economy. The trained workforce product
of global/national schooling. (See Appendix XI, XII, XV, and XVIII)

Humanism (Secular). A belief system based on the self-determination of man. Recognized
as a religion in the United States. (See 1933 entry on Humanist Manifesto I and Onalee
McGraw pamphlet and Character Education)

Individual Education Plan (IEP). A plan drawn up to accommodate the needs of individual
children who traditionally have been labeled "special education." IEPs will, in the future,
be used for all children due to the move from traditional competitive education to non-
competitive, teach-to-the-test outcome-based education/mastery learning/ direct instruction
and workforce training (STW) which necessarily use individually prescribed instruction.
IEPs often call for the use of behavior modification techniques, including Skinnerian operant
conditioning. Title I Special Education regulations contain a parental consent with the right
to refuse requirement before developing IEPs or using behavior modification techniques, a
protection not presently available to non-special education students. It is important that
in the future all students who have IEPs be covered by this consent requirement and that
relevant language, i.e., language covering all such students and all types of "plans" related
to behavior disorders, academics, career training, etc., be included in the reauthorization
of the Elementary and Secondary Education Act of 1965. The transformation of schools

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from academics to OBE and STW will require IEPs for all students. (See 1982-1983 Profiles
in Excellence: Secondary School Recognition Program)

Individually Prescribed Instruction (IPI) or Individualized Education. Developed in the early
1960s at the University of Pittsburgh's Learning Research and Development Center and at
the federally funded laboratory Research for Better Schools in Philadelphia, PA, Individu-
ally Prescribed Instruction's development coincided with the Great Society's accountability
movement in the sixties which had as its focus equal opportunity and would increasingly
deal with outcomes at the individual student level. Performance-based education (IPI)
calls for mastery learning/direct instruction, which has been gradually implemented over
the past thirty years, initially as a result of the emergence of computer technology which
permitted the student to work at his own pace with programmed learning. Computer-
assisted-instruction using OBE/mastery learning/direct instruction enables the planners
to predictably achieve their "outcomes"; i.e., to bring about behavior change as well as
training in skills necessary for the global workforce and to collect and store data in such
detail as to include information on the individual student/adult, necessary for "recycling"
and remediation purposes. (See Appendix II, III, VII and VIII)

Life Skills, Life Role Competencies, Lifelong Learning. Preparation for all life roles. The
total development of the child — body, mind, and spirit as a learner, worker, consumer,
family member, and citizen. What the student will believe, think, and do to meet the exit
outcomes. UNESCO coined the phrase "lifelong learning" and identified the life skills/life
role competencies which are being implemented worldwide. Outcome-based education,
mastery learning, and direct instruction lend themselves to "lifelong learning" since one
can take as long as one wants or needs — forever, if need be — to master whatever the
controllers want him to "master." (See Appendix IV)

Literacy, Functional. Basic literacy skills, such as reading a bus schedule, needed to "function. "
Professor Oettinger of Harvard, who supports functional literacy, says "in the modern
context of functionalism, comic books may not be all that bad." (See 1975 Commissioner
of Education T.H. Bell comments, 1979 "K-12 Competency-Based Education Comes to
Pennsylvania," 1981 Professor Oettinger speech, and 1983 "Functional Literacy and the
Workplace")

Local Control. A euphemism to pacify critics of federal control, since all control in the 1990s
rests with those who determine the national standards and assessment and provide the
money to implement the restructuring. Local educators are free only to find ways to meet
those national standards. If local schools do not meet the standards (perform), they will
be penalized. Taxpayers should be aware of the fact that state intervention in local schools
does not always mean that your school is not doing well academically. It may mean just
the opposite: there is still resistance from good educators who refuse to participate in the
"teach to the test dumbing down" which is part of performance-based teaching, OBE,
mastery learning and direct instruction. Sometimes called "localized control" and often
incorrectly associated with block grants which circumvent elected officials at the state
level, thereby lessening true local control.

The 1994 Association for Supervision and Curriculum Development Yearbook: The
Governance of Curriculum stated: "...[Ijndeed, local control has been, and continues to be,
the most durable myth, or operating principle, of educational governance in the United

Glossary

G-13

States." From Communities and Their Schools by Don Davies, Ed. (McGraw-Hill: New York,
1981), Miriam Clasby, longtime Community Educator, makes the statement: " ...Unless
considerations of schooling are placed within the contexts of... world society, they run
the danger of unwittingly affirming a past that no longer exists."

Lower-Order Skills. These include knowledge, comprehension, and memorization, the cor-
nerstones of traditional education. HR 6 — the 1993 reauthorization of the Elementary
and Secondary Education Act of 1 965— recommended the abandonment of the so-called
"lower-order skills," to be replaced by ones which engage students in more "complex
tasks." (See 1993 HR 6)

Magnet Schools. A public school focused on a specialized area of learning, often in partnership
with a private organization. They were originally promoted as a way to bring about racial
integration. In the context of a socialist full employment, planned economy, magnet schools
have traditionally been associated with the Soviet polytech system and its quotas for engi-
neers, ballet dancers, etc. Charter schools can also serve the same purpose by providing
specialized training. (See 1991 NASDC article, Charter Schools and Appendix XII)

Mastery Learning (ML). Proponents of ML believe that almost all children can learn if given
enough time, adequate resources geared to the individual learning style of the student,
and a curriculum aligned to test items. Mastery learning and direct instruction use Skin-
nerian methodology (operant conditioning) in order to obtain "predictable" results. The
critical teacher behaviors found to correlate directly with high levels of achievement are:
specifying learning objectives, setting high standards for mastery, modeling, practicing,
eliciting responses from all students, reinforcing correct responses, setting up systems
for frequent and consistent rewards, and time on task. Benjamin Bloom, the father of
ML, says "the purpose of education is to change the thoughts, actions, and feelings of
students," and he developed his mastery learning to do exactly that. (See 1968 Mastery
Learning entry, Direct Instruction, Effective School Research, Individually Prescribed
Education, Outcome-based Education, Appendix VI and XIX)

National Assessment of Educational Progress (NAEP). "The Nation's Report Card" which
measures student progress by testing different subject areas in alternate years, carried
out from 1965 to 1981 by the Education Commission of the States and since 1983 by the
Educational Testing Service under contract to the U.S. Department of Education's National
Center for Educational Statistics. Also gathers personal data on children and families in
order to fill out longitudinal profiles that include information on students' and parents'
attitudes, values, and beliefs. (See Appendix IV and XI)

National Center on Education and the Economy (NCEE). Founded by Marc Tucker, NCEE
conceived the CIM and CAM in a 1990 report called America's Choice: High Skills or Low
Wages! [Note: NCEE's subsidiary, the National Alliance for Restructuring Education, has
been renamed "America's Choice for School Design."] (See Certificates of Initial and
Advanced Mastery, New Standards Project and Appendix XV and XVIII)

National Skills Standard Board (NSSB). NSSB, an independent authority acting under the
auspices of the U.S. Department of Labor, has authority to identify occupation clusters and
define the student skill level required for certification to work within these clusters. Both
schools and businesses would be expected to follow government guidelines and adopt

G-14

these standards. In other words, students will have to meet the government standards in
order to be certified for various kinds of jobs. (See SCANS)

New American Schools Development Corporation (NASDC). NASDC was formed in 1991
when President George Bush requested that the business community raise funds to
support development of "radical, break the mold" schools — one in each Congressional
district. Ann McLaughlin was CEO and President of NASDC. The Request for Proposals
stated: "The design may entail major changes in community governance... community
structures and functions of other institutions such as public health agencies and welfare
departments. "(See 1991 NASDC)

New Standards Project (NSP). A partnership formed by Marc Tucker (head of NCEE) and
Lauren Resnick, co-director with Robert Glaser of the University of Pittsburgh's Learning
Research and Development Center, to establish a "world class" system of standards and
assessment that reflects international standards and culminates with the CIM and CAM.
(See Certificates of Initial and Advanced Mastery)

Outcome-based Education (OBE). The following definition comes from Excellence in Instruc-
tional Delivery Systems: Research and Dissemination of Exemplary Outcome-Based Programs,
a grant application submitted to the United States Department of Education for funding
in 1984 by William Spady, Director, Far West Laboratory for Educational Research and
Development:

The concept of Outcome-Based Education emerged from the synthesis of two
broad areas of instructional design and improvement. One is known widely as Mas-
tery Learning and is identified with the pioneering work of Benjamin Bloom (1968,
1976), James Block (1971, 1974), Block and Lorin Anderson (1975), and Block and
Robert Burns (1977). The other is known as Competency-Based Education (not to
be confused with Minimum Competency Testing) and was defined conceptually
and operationally by Spady (1977) and by Spady and Mitchell (1977).

The term "Outcome-Based Education" represents a synthesis of these two
approaches and took form in the winter of 1980 with the formation of an organi-
zation known as the Network for Outcome-Based Schools. OBE is based on the
following philosophical premises:

1. Almost all students are capable of achieving excellence in learning the essentials
of formal schooling.

2. Success influences self-concept; self-concept influences learning and behav-
ior.

3. The instructional process can be changed to improve learning.

4. Schools can maximize the learning conditions for all students by

a. Establishing a school climate which continually affirms the worth and
diversity of all students

b. Specifying expected learning outcomes

c. Expecting that all students perform at high levels of learning

d. Ensuring that all students experience opportunities for personal success

e. Varying the time for learning according to the needs of each student and
the complexity of the task

f. Having staff and students both take responsibility for successful learning
outcomes

g. Determining instructional assignments directly through continuous assess-

Glossary

G-15

ment of student learning

h. Certifying educational progress whenever demonstrated mastery is assessed
and validated.

(See Appendix XXVI)

Outcomes. Based on Prof. Benjamin Bloom's Taxonomy of Educational Objectives, the outcomes
of education in the 1990s and in the 21st century define "What students must know, be
able to do, and be like." Determined at the national and international level, they must be
met locally. Called "learning goals," "performance objectives," "standards," "competen-
cies," or "capacities," all require students to embrace "new thinking, new strategies, new
behavior, and new beliefs" (Lee Droegemueller, Commissioner of Education, "Assess-
ment: Kansas Quality Performance Accreditation [QPA]," Kansas State Board of Education,
Topeka, KS, January 1992).

(See 1991 "outcomes" recommended at Jomtien, Thailand "World Conference on
Education for All" and Conference of U.S. Coalition on Education for All, and 1994 "U.S.
Coalition for All: A History")

Ownership. Encouraging parents to participate in school activities in order for them to feel a
part of restructuring — to have a feeling of ownership which will result in parental support
for radical change.

Paradigm. A world view; a mental framework for thinking, for organizing information, and for
understanding and explaining reality. A paradigm shift occurs when one turns the tradi-
tional way of doing things on its head, as is the case with corporate fascist public-private
partnerships, the use of unelected boards for decision making, School-to- Work, etc. (See
1991 John C. Hillary's "Paradigm Change; More Magic than Logic")

Parent Report Card. Report card issued by the school that grades parents on how they bring up
their children, especially concerning school-related areas. The State of California recently
passed a law requiring parent report cards. (See 1993 Total Quality for Schools by Joseph
C. Fields, and 1999 January Rosemarie Avila article)

Parents as Teachers (PAT). A federally funded program which brings the state educator into
homes to make sure each child starts school "ready to learn" and "able to learn." The
child is given a personal computer code number, and a computer record is initiated that
will enable the national data system to track each child for the rest of his life. Parents as
well as children are evaluated. (See 1992 Laura Rogers's articles and At-Risk Students)

Participatory Democracy. Opposite of republican, representative, constitutional form of gov-
ernment. Participatory Democracy uses polls, unelected councils, and task forces in which
the voice of the people becomes more important than the voice of elected representatives.
Example: 1998-1999 investigation of President Clinton and the use by the U.S. Senate of
polls rather than principles to determine whether the President is fit to remain in office.
Form of government supported by socialists and communists. (See 1984 April letter to
President Reagan from Willard W. Garvey, Executive Director of the National Center for
Privatization, which said in part "Privatization is now an idea whose time has come....
The knowledge, communication, and computer industry can make political representa-
tives obsolete.")

G-16

Partnership. Usually refers to a new concept of governance which calls for a merger of the
public and private sectors, commonly known as corporate fascism or socialism. Partnerships
between government and the private sector result in a breakdown of the representative form
of government and a lessening of accountability to the taxpayer. (See 1981 "President's
Task Force on Private Sector Initiatives," 1984 Washington Post article "Industrial Policy
Urged for GOP" and Participatory Democracy)

Planning, Programming, Budgeting, Management System (PPBS) and Management by
Objectives (MBO). A system used for planning and accounting which calls for: 1) estab-
lishing a goal; 2) setting forth plans to achieve it; 3) funding the effort; 4) evaluating
success or failure at the end of the funding cycle; and 5) adjusting plans to achieve the
goal, including funding, and starting over again with more precise focus. The following
background information is taken from Goals 2000: Restructuring Our Schools... Restructuring
Our Society by Kathie Finnegan (Hearthstone Publishing, Ltd.: Oklahoma City, Oklahoma,
1996), pp. 306-307:

...Originally developed in 1961 by Robert McNamara when he was Secretary
of Defense in cooperation with the Rand Corporation. PPBS is the vehicle for
achieving predetermined goals in government.

In 1961, following suggestions of the Rand Corporation, President Kennedy
launched PPBS in the Department of Defense (DOD) under Robert Strange McNa-
mara. Although PPBS was clumsy, costly, and ineffective (and no more successful
in industry than it was in managing the Vietnam War) , President Johnson initiated
PPBS in 1965 throughout the entire legislative branch due to its administrative
effectiveness. Later it was put into all branches of the federal government.

A key point about running the government by PPBS is that it is government
by appointed — not elected — officials. In 1972 the International Institute of Applied
Systems Analysis (another name for PPBS) was established in Austria with twelve
nations participating, including the United States and the Soviet Union. PPBS under
many names has become the dominant organization/restructuring/re-engineering
model for most of corporate America and many institutions and organizations.
PPBS has been described as applied scientific socialism. It is used to control what
people produce, what they consume, how they spend their work and leisure time,
what they think, and how they react to various stimuli.

The concept applied to education works this way: if you know what you have
to start with (young, impressionable children) and you know what you want to
end up with (citizen- workers for a centrally planned global economy) , it is pos-
sible to design a system that will achieve that "outcome." PPBS is a continuous
loop, renewable/reviewed/re-funded every three, five, or seven years so that basic
assumptions and goals can be re-calibrated.

(See 1967 PPBS in California, 1972 June 11th speech by Mary Thompson, Systems,
and Appendix IX and XXII)

Privatization. Transferring policy-making and implementation from the public tax-supported
domain into the private or business sectors, where educational leaders and elected boards
become accountable to wealthy funders (such as the Carnegie, Ford, Danforth, Pew, Rock-
efeller, Spencer, or Annenberg foundations, to name a few), multinational corporations,
and non-profit organizations, rather than to concerned parents and taxpayers. (See 1981

Glossary

G-17

President's Task Force on Private Sector Initiatives)

Psychological Approach. "1. A method of teaching in which new subject matter and ideas
are presented in a manner appropriate to the way in which the pupil learns and through
situations that are meaningful to him" is the definition given by the Dictionary of Educa-
tion, 3rd Edition by Carter V. Good, Ed. (McGraw-Hill: New York, 1973), published under
the auspices of Phi Delta Kappa. It is also called a Child-Experience Approach, Functional
Approach. Contrast with logical method.

Psychomotor Domain. (See Taxonomy of Educational Objectives and Appendix XIX)

Quality. The following definition is provided in Filling the Gaps: An Overview of Data on
Education in Grades K-12 (National Center for Educational Statistics (NCES), Office of
Educational Research and Improvement [ID: NCES 92-132]: Washington, D.C., 1992). In
the section called "Teachers" on page 5 we find:

Beginning in the 1980s NCES collected detailed information on the char-
acteristics and qualifications of teachers. Information collected includes years of
full- and part-time teachers' experience in public and private schools, major and
minor degree fields for all earned degrees (from Associate degree to Ph.D.), type
of certificate in teaching assignment fields, college coursework in mathematics
and science, and, to a limited extent, participation in in-service education. The
inclusion of these measures in SASS [Schools and Staffing Survey] allows for an
assessment of the qualifications of the current teaching force.

But the term "qualifications" is not synonymous with "quality." The charac-
teristics that contribute to good teaching are many, and no single configuration of
traits, qualifications, or behaviors unvaryingly produces optimal student outcomes
in all situations. NCES teacher surveys have concentrated on collecting data on
"qualifications," rather than trying to define "quality." In order to define and
measure "quality," characteristics and qualifications of teachers must be related
to growth in student achievement.

[Ed. Note: This definition forces teachers to comply with Goals 2000 criteria and to teach
to the test.] (See 1992 Filling the Gaps)

Regional Education Laboratories. The following definition comes from Goals 2000: Restructur-
ing Our Schools... Restructuring Our Society by Kathy Finnegan (ibid.), pp. 306-307.

The U.S. Department of Education maintains ten RELs ("labs") in scattered
geographic areas — all under the jurisdiction of OERI [the Office of Educational
Research and Improvement]. The labs function as field offices of OERI, assist-
ing the states under their jurisdiction in finding and implementing educational
resources (such as the "validated" programs of the NDN [National Diffusion Net-
work]) suited to their needs. They also generate and oversee research projects,
print publications, and provide training programs to teachers and administrators.
Each lab puts out a catalog of its publications. Under Goals 2000 the regional labs
are charged with designing appropriate materials for their clients if suitable ones
cannot be found. The ten regions are:

1. The Northeastern Region (Maine, New Hampshire, Vermont, Massachusetts,
Rhode Island, Connecticut, New York, and Puerto Rico and the Virgin Islands)
served by the Education Alliance for Equity and Excellence at Brown University

G-18

in Providence, Rhode Island.

2. The Mid- Atlantic Region (New Jersey, Pennsylvania, Delaware, Maryland, and
Washington, D.C.) served by the Center for Research in Human Development
and Education at Temple University in Philadelphia.

3. The Appalachian Region (Virginia, West Virginia, Kentucky, and Tennessee)
served by the Appalachia Educational Laboratory (AEL) in Charleston, West
Virginia.

4. The Southeastern Region (North Carolina, South Carolina, Georgia, Florida,
Alabama, and Mississippi) served by the Southeastern Regional Vision for
Education (SERVE) in Greensboro, North Carolina.

5. The Southwestern Region (Arkansas, Louisiana, Oklahoma, Texas, and New
Mexico) served by the Southwest Educational Development Laboratory (SEDL)
in Austin, Texas.

6. The Central Region (North Dakota, South Dakota, Nebraska, Kansas, Missouri,
Colorado, and Wyoming) served by the Mid-Continent Regional Educational
Laboratory (McREL) in Aurora, Colorado.

7. The Midwestern Region (Minnesota, Wisconsin, Michigan, Ohio, Indiana, Illi-
nois, and Iowa) served by the North Central Regional Educational Laboratory
(NCREL) in Oak Brook, Illinois.

8. The Northwestern Region (Alaska, Washington, Oregon, Idaho, and Montana)
served by the Northwest Regional Educational Laboratory (NWREL) in Port-
land, Oregon.

9. The Western Region (California, Nevada, Utah, and Arizona) served by the
Far West Laboratory for Educational Research and Development (FWL) in San
Francisco, California.

10. The Pacific Region (Hawaii, American Samoa, Commonwealth of the Northern
Mariana Islands, Federated States of Micronesia, Kosrae, Pohnpei, Chuuk and
Yap, Guam, Republic of the Marshall Islands, and the Republic of Palau) served
by the Pacific Regional Educational Laboratory (PREL) in Honolulu, Hawaii.

Restructuring. A systemic or system-wide movement to change the entire education model in
order to achieve the new national goals; also known as "transformation." This lifelong,
revolutionary, never-ending change system (paradigm shift) includes mastery learning,
direct instruction, outcome-based education, Total Quality Management, and partnerships
with business and community leaders, churches, and parents. Restructuring calls for the
involvement of carefully selected, politically correct unelected members of the community
in the decision making process. (See 1991 Hillary's "Paradigm Change: More Magic than
Logic," Paradigm, School Reform, Systemic Change and Appendix XII)

SCANS (The Secretary's Commission on Achieving Necessary Skills). SCANS was created
under Elizabeth Dole as Secretary of Labor. It links education to the Department of Labor
in a joint effort to create a workforce that meets the future needs for a global workforce
and produces students who are competent in prescribed work skills including attitudes
and group thinking. It can direct students into specific training, limit their options, and
bring intrusive government influences into all aspects of life. (See 1990 SCANS article,
Certificates of Initial Mastery and Advanced Mastery, and Appendix XV and XVIII)

School-Based Decision Making. A form of school governance that replaces elected school
boards and/or central school system administrators with a school site council consisting
of unelected principals, teachers, and selected parents who support the radical changes

Glossary

G-19

called for by restructuring. Designed to implement the changes with minimal hindrance,
it is not accountable to elected officials, dissenting parents, or the taxpayers. It is also
known as "site-based management." It could be referred to as "taxation without repre-
sentation." (See 1977 National School Board Association [NSBA] President's Warnings at
NSBA Conference)

School-to- Work or School-to-Career. Legislative initiative which changes focus of education to
workforce training instead of information-based academic learning. The link or partner-
ship between the schools and businesses established through the SCANS competencies
which provide a criterion both for testing and training the global workforce, also known
as "limited learning for lifelong labor. " (See SCANS and Appendix XV and XVIII)

Semantic Deception. The use by change agents of words and terms which mean one thing to
the average, normal, common sense American but have an entirely different meaning for
the change agent who is attempting to restructure the schools or implement controversial
programs. Some examples are: higher order thinking skills (HOTS), critical thinking, basic
skills, core values, direct instruction, health, etc. Part of Appendix XXVI says: "...[P]olicy
analysts sometimes use the rituals of research to confound and weaken political or scien-
tific opponents, a form of research that appears similar to the 'black' magic of witches. "
(See 1972 Mary Thompson paper on PPBS, and Appendix XI and XXVI)

Skill Standards. The following excerpts have been taken from The School-to-Work Revolution
by Lynn Olson (ibid.), pp. 178-179. [The writer recommends Olsen's book for those inter-
ested in the history of school-to-work activities in the United States, without necessarily
endorsing her views, ed.]

Skill standards spell out what workers within an industry or cluster of occu-
pations should know and be able to do to succeed on the job. They indicate to
employers the skills of job applicants and provide workers with a widely recog-
nized credential. They could improve the quality of career information available
to schools, employers, and young people. For example, they could help improve
the match between what is learned in school and what is necessary on the job.
In 1992 the federal government funded 22 pilot projects to test whether indus-
tries in the United States could develop voluntary skill standards. The projects
covered industries ranging from printing, metalworking, and electronics to retail,
hospitality, and tourism. Of the 22 pilot projects funded so far, the vast majority
are led by trade associations or industry groups. In 1994 the Congress created a
National Skill Standards Board to help promote the development of such voluntary
efforts. The Board is charged with clustering occupations or industries into broad
groups that would cover most of the workforce in the United States. In addition,
it is supposed to develop a common national framework in which skill standards
could be developed.

(See 1990 SCANS article and Appendix XV and XVIII)

Special Education. Planned for all children "at risk" of not meeting the national standards.
Special Education has traditionally required Individual Education Plans (IEPs) for eco-
nomically disadvantaged, learning disabled, and gifted and talented students. Special
Education IEPs are a necessary component of OBE/ML/DI and school-to-work programs.

G-20

(See At-Risk Students)

Sustainable Development. "World Class Schools and the Social Studies" from Social Studies
Horizons by Dr. Cordell Svengalis (Iowa Dept. of Education: Des Moines, Iowa, Vol. 3,
No. 1, Fall 1990) says in part:

...a World Class education program would have as one of its major objec-
tives the development of skills and understandings grounded in an ethical/moral
context. This ethical/moral context would be based on the idea of assuming a
sense of responsibility toward our interrelated planetary future.... Perhaps the
most compelling vision of our time is that of a "sustainable society" [emphasis
in original] . Our global society, in terms of the environmental degradation, explo-
sive population growth in the Third World, energy shortages, pollution, conflict,
crime, drugs, poverty, and just sheer complexity, is not sustainable into the 21st
century. . . . Students need to understand these things as part of their World Class
education.

(See 1991 GATE entry, Global Education, Resource List, and Appendix XXVII)

Synthesis. One of the higher-order thinking skills in Bloom's Taxonomy. Uses the principles
of Hegelian dialectics to join the beliefs or ideas (theses) of individual students into a
new joint belief — the compromise solution or synthesis. (See Taxonomy of Educational
Objectives and Appendix XIX)

Systemic Change or School Reform. Total holistic transformation: top down, system-wide,
international as well as national. "Systemic" means one mind directing one body with
many parts. It includes preschools, public elementary and high schools, private schools,
colleges, universities, health clinics, and every other kind of community partner. The
planned deadline is school year 2000-2001. (See Global Education and Restructuring)

Systems, Systems Design, Systems Approach. The following definition comes from Appendix
VIII:

When scientific and experimental methods are applied in an orderly and
comprehensive way to the planning of instructional tasks, or to entire programs,
this process is sometimes known as "systems design," or the "systems approach
to instructional development." Implicit in the systems approach is the use of
clearly stated objectives, experimentally derived data to evaluate the results of
the system, and feedback loops which allow the system to improve itself based
on evaluation.

A systematic approach usually involves needs assessment (to determine what
the problem really is); a solution selection (to meet the needs); development of
instructional objectives (if an instructional solution is indeed needed) ; an analysis
of tasks and content to meet the objectives; selection of instructional strategies;
sequencing of instructional events; selection of media; developing or locating
the necessary resources; try out/evaluation of the effectiveness of the resources;
revision of resources until they are effective; and recycling continuously through
the whole process. The systems approach is basic to educational technology. Indi-
vidual learning requires systematic planning because it may operate with little or
no direct intervention by the teacher.

Glossary

G-21

(See PPBS)

Taxonomy of Educational Objectives. From the book titled Taxonomy of Educational Objec-
tives: The Classification of Educational Goals by David Krathwohl, Benjamin Bloom, and
Bertram Massie (Longman, Inc.: New York, 1956). Bloom explains the purpose of the
taxonomy when he defines good teaching as "challenging the students' fixed beliefs."
He also says that "The purpose of education and the schools is to change the thoughts,
actions, and feelings of students." It is important to remember that Bloom is the father of
OBE/mastery learning/direct instruction which are based on Pavlov and Skinner's experi-
ments with animals (operant conditioning). Remember also that mastery learning and
direct instruction have been designed to implement Bloom's taxonomy in the cognitive,
affective (values) and psychomotor domains.

The six levels of Bloom's taxonomy through which a child must travel in order to
have his world view reorganized — his values changed — are Knowledge (list, match, name,
define, state), Comprehension (explain, paraphrase, summarize, describe), Application
(relate, solve, use, show, classify), Analysis (support, differentiate, generalize), Synthesis
(design, produce, predict), and Evaluation (conclude, assess, critique).

The taxonomy has been used by teachers, curriculum builders, and educational
research workers as one device to attack the problem of specifying in detail the expected
outcomes of the learning process. When educational objectives are stated in operational and
detailed form, it is possible to make appropriate evaluation instruments and to determine
with some precision which learning experiences are likely to be of value in promoting the
development of the objective and which are likely to be of little or no value. Bloom, in
attempting to do research on what might be called "peak learning experiences," produced
evidence which suggested that "a single hour of classroom activity under certain condi-
tions may bring about a major reorganization in cognitive as well as affective behaviors."
(See Appendix XIX)

Teacher Tenure. A policy which traditionally protected incompetent teachers from being fired.
Retention of teacher tenure becomes more and more attractive as competent academi-
cally-oriented teachers have their jobs threatened only to be replaced by non-academically
oriented teachers trained in TQM whose expertise lies in the facilitation of learning (using
Pavlovian/Skinnerian "Best Practices, " providing the technological resources necessary to
bring about change of behavior, predictable results, and training in workforce skills) .

Total Quality Management (TQM). A socialist strategy for managing continual improvement
through statistical tools and decision- making techniques. Administered through site-based
management (school-based decision making), it emphasizes the "customer" or "stake-
holder" including everyone but the concerned parent. TQM is simply a refined version of
Planning, Programming, Budget Systems (PPBS) and Management by Objectives (MBO)
and has much in common with the principles underlying continuous progress mastery
learning. Edwards W. Deming, the physicist who originally introduced TQM to the Japa-
nese as a manufacturing management process to use during their industrial rebuilding
after World War II, said in an interview at the University of Pittsburgh: "What I took to
Japan was not the American way. " (See Appendix XXII)

UNESCO (United Nations Educational, Scientific, and Cultural Organization). A specialized
agency of the United Nations, headquartered in Paris, France. UNESCO began in 1946

G-22

with twenty member states and now has 171 members. In a brochure called "What is
UNESCO?" we find: "UNESCO's Constitution says that 'since wars begin in the minds of
men, it is in the minds of men that the defenses of peace must be constructed.' Building
these defenses through international cooperation remains UNESCO's top priority."

Universal Values. Honesty, integrity, tolerance, and other values believed to be common to
all the people and the world's cultures. This belief is counter to the facts of history. (See
Core Values/Virtues)

U.S.-Soviet Education Agreements. President Eisenhower signed the first U.S. -Soviet Educa-
tion Agreement in 1958. It was just one of many agreements negotiated with the Soviets
which dealt with space, medicine, culture, and other areas. The purpose of the education
agreement was to initiate exchanges of teachers from both countries and to study one
another's curriculum and textbooks, but not to engage in the development of curriculum.
In 1985 the Reagan Administration and the Carnegie Corporation departed from this less
controversial agenda when they negotiated agreements with the Soviet Union which dealt
not only with teacher and student exchanges but also with cooperation in curriculum
development, including "joint research on the application of computers in early elementary
education, focusing especially on the teaching of higher level skills and complex subjects
to younger children. " This aspect paved the way for Russian teachers to visit and work
in American schools including those specializing in school-to-work activities. (See 1991
articles "Cop Swap," "Week in the Subway," 1994 "School Exams... Russian Origin," 1995
"Russian Teacher Review Works in SAD 53, Maine," and Appendix XXIII)

Values Clarification (VC). A strategy for changing a student's values, usually, but not always,
associated with the work of Sidney Simon. VC prods students to examine their own values
in light of their upbringing and if they find that their values are a result of their parents'
direction, they are told that their values are not valid. In order for values to be valid they
must be chosen freely by the student without any influence from church or family. The
VC process usually takes place in the group with exercises and games which create depen-
dency amongst members of the group and which contribute to group consensus on what
is right and wrong, based on situational ethics. (See Character Education, Citizenship
Education, and Synthesis)

Vouchers. Vouchers and tuition tax credits are used by parents to pay for children's education
in private schools of their choice. A voucher is a direct method of payment to a private
school of a certain amount of tax money provided by a public municipality, whereas a
tuition tax credit is a form of delayed reimbursement by deduction of a certain portion
of one's taxes related to the cost of private school tuition. The dangers of such choice
measures for parents are best expressed in the old adage "He who pays the piper calls the
tune." (See 1982 entry "Public Service, Public Support, Public Accountability" by Chester
Finn, former Assistant Secretary, Office of Educational Research and Improvement [OERI],
U.S. Department of Education, under Secretary William Bennett, and Choice)

Work-Based Learning. Programs designed to teach older students (grades 7 and up) work
skills on the job site, thereby assuring that the student can perform the tasks needed by
local employers when the student graduates from public school. (See 1976 May 21st article
"Cuban Children Combine Studies, Work" from The Los Angeles Times)

Glossary

G-23

World Class Education. A term loosely bandied about by government and corporate change
agents. It simply means Third World-class academic education and first-class school-to-
work/school-to-career Soviet/German (Socialist) polytech education. It is a non-competitive
system based on national standards and benchmarks that match international standards.
Students must embrace a common set of universal beliefs and values in preparation for the
next century. This process uses technology (computers, robotics, etc.), mastery learning,
continuous progress, and individual education plans which allow for lifelong learning as
promoted by the United Nations. (See Global Education)

Behaviorist Terminology

The following list includes words, terms, and phrases used by educators and behavioral
psychologists, scientists, sociologists, etc., in their educational research and literature as well
as in background papers for elected officials. This list should be of use to the average parent
who may not be familiar with these terms, thereby not being alert to their real meaning,
allowing their children to be subjected to experimental behavior modification programs which
are found in all areas of curriculum from social studies to reading instruction to workforce
training. Although some of these words can also be used in a non-behaviorist context, most
of them specifically relate to the field of behavioral psychology which holds the evolutionary
world view that man is an animal, without soul, conscience, intellect, creativity, and free will.
If parents, elected officials, and others are familiar with these words — not necessarily having
to thoroughly understand their definitions — they will be able to identify programs which may
not be in the best interest of their children or their constituents. One can point to a barrage of
education programs and legislation voted on during the past thirty-four years at the local, state,
and federal levels which might not have been approved or passed had our elected officials and
their constituents recognized and understood the meaning of the words on this list.

The reader should also refer to their own dictionary or Webster's New World Dictionary
of the American Language, 2nd College Edition (William Collins & The World Publishing Co.,
Inc.: Cleveland, Ohio, 1974) from which several of the following definitions were taken, or this
book's Glossary and/or Index to find definitions for some of the words and the location in this
book of instances where the majority of them are used. For instance, appendices II, III, V and
VII deal extensively with the subject of behavioral terminology.

accountable, accountability All sorts of mischief has been carried out "in the name of account-
ability," from the implementation of individualized education — outcome-based education
and all its tentacles— to the collection of personal and private data, to the justification of
bigger budgets for education, using PPBS, etc. Traditionally, accountability meant being
legally responsible for taxpayers' money; making sure students had adequate resources,
teachers, etc., in order to learn. The state was responsible for offering an educational
experience for all children — input — not for assuring that every individual child would
learn what he was taught. Children were allowed to receive less than perfect grades for
their efforts and not all children got what we used to call "the most" from their educational
experience. However, the state's legal responsibility had been fulfilled.

Accountability increasingly means that the government schools must be accountable

G-24

for predetermined results (results, performance, outcome-based education) . Legislation is
in the works to hold teachers accountable for student results which means students are
no longer held responsible for their work or lack of work. In order to implement such an
accountability system, systematic, scientific, research-based education (based on behav-
iorist principles) is being implemented. Such education which teaches to the test, using
Skinnerian operant conditioning, has predictable and measurable, if narrow, results and
serves the limited learning needs of the school-to-work agenda. The results of such narrow
education are measurable data which must be collected at the individual student and
teacher level, able to be stored in the computer for recycling and remediation purposes.

The use of such a narrow, rigid method of training assures predictable results which
carry out the requirements of the new definition of accountability. That is why OBE, ML
DI, and Effective School Research all claim that "almost all children can learn. " Skinner
said, "You will teach your student as he wants to be taught, but never forget that it is
within your power to make him want what you want him to want." There is virtually no
way a student can avoid "learning" exactly what the planners want him to learn unless
he actually rebels against the method/system which considers him nothing more than a
machine/animal to be conditioned/trained. (See Appendix XXIV)

affective (Feelings, emotions)

alignment (All teacher training and curriculum resources are aligned with tests, assessments,
etc.; i.e., teach to the test)

animal, animal psychology (Used to develop operant conditioning programs)

assessment, assessment strategies, authentic assessment (See Glossary)

attitude, attitudinal (Point of view; dealing with attitudes, values, beliefs)

automaticity (Level of training at which behavior becomes automatic ["knee jerk" reflex])

Behavior Analysis (One of twenty different intervention strategies that was used in Project
Follow Through)

The following four behaviorist definitions are taken from Dictionary of Education, 3rd
Edition by Carter V. Good, Ed. (McGraw-Hill; New York, 1973), published under the auspices
of Phi Delta Kappa:

behavior modification: (Techniques for dealing with maladaptive behavior either through clas-
sical conditioning [for example, avoiding anxiety in a specified situation by conditioning
a response incompatible with anxiety] or through operant conditioning [as by arranging
and managing reinforcement contingencies so that desired behaviors are increased in
frequency and maintained and undesired behaviors are decreased in frequency and/or
removed] . When used with the nonfunctioning or disruptive school child, behavior changes
are measurable by continuous assessment and graphic means; behavior management,
though using many of the same techniques, is a less precise method.)

behavior shaping: (The process by which a target response or series of responses is developed
through the use of strategically placed reinforcers; a term used primarily by those who
identify themselves with B.F Skinner's operant conditioning.)

Glossary

G-25

behavior theory: (A view which regards human behavior as primarily rooted in the experien-
tial history of the organism, as having been learned, and as susceptible to modification
by psychological means; emphasis is on the nature of the learning processes that under-
lie behavioral change, and these processes are regarded as essentially identical to those
involved in any other kind of complex human learning.)

behaviorism: (A systematic approach to or school of psychology, which regards objective,
observable manifestations such as motor and glandular responses as the key to an under-
standing of human behavior; consciousness, feeling, and other subjective phenomena are
rejected as unnecessary; places much reliance on the study of behavior of animals under
controlled conditions; originated with the work of M.F. Meyer, A. P. Weiss, and J.B. Watson
during the first two decades of the present century; the most widely known contemporary
exponent was B.F. Skinner.)

Best Practices (Term often used in performance-based educational teacher training material
which refers to behavioristic, scientific, research-based teaching practices)

climate (Environment)

clinical practice (Diagnose and prescribe)

coaching (To instruct and train)

competent (Adequate)

computer-assisted instruction (C-A-I: programmed learning)

conditioned (Having developed a conditioned reflex or behavior pattern)

conditioned response (Conditioned reflex in which the response — e.g., secretion of saliva in a
dog— is occasioned by a secondary stimulus— e.g., the ringing of a bell repeatedly— associ-
ated with the primary stimulus— e.g., the sight of meat)

criterion-referenced testing (Testing which does not compare student's scores with those of
the group, but which has the student working at his own pace and in competition with no
one but himself; such testing is necessary for individually prescribed instruction, mastery
learning, and direct instruction, all of which teach to the test. Traditional education does
not teach to the test, thereby exposing the student to a much wider and rich knowledge
base, some of which he is never tested on, but which becomes an important part of his
understanding of the world around him.)

critical thinking (See Glossary)

cue (A secondary stimulus that guides behavior, often without entering consciousness)

direct instruction or Direct Instruction (SRA's DISTAR: Direct Instruction System for Teaching
and Remediation, also known as "Reading Mastery" or any programmed learning based
on the principles of Skinnerian operant conditioning)

education (The following definition of education is taken from a 1972 speech given by Mary
Thompson on the subject of PPBS in education: "The objective of education is to mea-
sure and diagnose the child in order to prescribe a program to develop his feelings and
emotions, values and loyalties toward predetermined behavioral objectives. Drawing it

G-26

right down to basics, we are talking about conditioned response in human terms. Pavlov
experimented on dogs.")

effective, effective school research, effective schools (International school restructuring move-
ment which seeks to level the playing field for all children, thereby dumbing down the
particularly bright and average students; a form of redistribution of brains, intelligence.
[See Glossary and Appendix XXVI])

elicit (Used in relation to a specific behavior: to draw forth, evoke, cause to be revealed)

enabling (To make possible or effective)

environment, environmental (Climate — "psychologically facilitative" when applied to educa-
tion)

exceptional (Teachers who are trained to use operant conditioning. Also, master teachers)

experimental (Used in relation to research conducted on teachers and students, usually with-
out their "informed" consent. Legislation is on the books which protects prisoners from
such experimental research.)

extinguish (Stop certain behavior)

fade (As behavior reaches "automaticity" level, use of operant conditioning is gradually reduced
to zero level)

guiding (Helping student to model [copy] teacher's behavior)

incentives (Motivators, rewards, special treatment to assure correct behavior)

indicators (Specify what students must know and be able to do)

individualized education, individualized education plans/programs (IEPS) (See Glossary
for Mastery Learning, Direct Instruction)

instructional design technology (The use of such technology can be compared to assembly-
line type of teaching which requires teacher to perform in a systematic, exact manner, so
that the student's every action [behavior] can be scientifically measured and replicated;
to shape and mold the child as one would shape and mold a piece of clay)

intensive, systematic phonics or any other "scientific" research-based instruction (A simple
way to teach which uses operant conditioning; a method which must be understood
and rejected if teaching is to remain "teaching" and not become behavior modification
and "training." Some excellent traditional phonics programs are incorrectly described as
"intensive and systematic direct instruction of phonics" when in fact they are not, since
they do not use operant conditioning. )

know and be able to do (See Glossary for Taxonomy of Educational Objectives)

latent period (Interval between stimulation and response)
management skills (Related to TQM [See Glossary for Quality])

mastery, mastery learning (Based on Skinnerian operant conditioning; same as direct instruc-
tion [See Glossary])

Glossary G-27

measurement (Critical component of Skinnerian operant conditioning)

measurement by objectives (In education, means only the prepared script will be taught and
tested, or teach to the test [See Glossary for Quality])

merit pay (Tied to teacher performance, effectiveness; whether performance results in student
achievement [See Glossary for Quality])

modeling (Performing behavior teacher wants students to copy)

monitoring (Observing behavior of student and teacher; teacher behavior must be monitored
daily and weekly to make sure teacher doing prepared script correctly, like an actor per-
forming before his audience)

neurological (Response which strictly deals with the nervous system; in education, related to
operant conditioning which bypasses the brain; often referred to as "knee-jerk")

observe, observation (Of student and teacher [See monitoring above])

operant conditioning, behavior modification (At every step, immediate feedback or reward
desirable, immediate repetition and elaboration of the correct response used)

outcome-based education (Known as OBE; formerly known as mastery learning combined
with Competency-Based Education)

outcomes (Results, performance, competencies, standards, achievement)

overt response (Can be measured and timed; very important in Direct Instruction, DISTAR/
ECRI-type programs since Skinner said a response must be oral; why children are required
to respond in unison and orally)

penalize (Mostly in regard to teachers who "just don't get it"; cut their classroom supplies,
give them bad performance rating, etc., get rid of them by any means [early retirement,
etc.] and hire teachers trained in TQM)

penalize failure (School doesn't "produce" desired results, using the "systems design/approach";
state departments of education will know teachers aren't teaching the script, aren't teach-
ing to the test, aren't using programmed learning, operant conditioning; school will be
punished in order to get the results required by Goals 2000 and School to Work.)

performance-based (Outcome, result, achievement, standards, competency-based, necessary
for workforce training)

precise (Exact, able to be "measured")

predictable (Able to be accurately predicted because dependent on measurement and is sci-
entifically based; does not allow for free will)

predictable response (If operant conditioning is used, one can predict the response; it is virtu-
ally a "sure" thing; automatic response which bypasses the brain)

programmed learning (Independent learning by a pupil, who advances little by little, through
a series of questions, the answers to which are given elsewhere in the programmed text-
book or computer software program; computer-assisted-instruction)

G-28

prompt (Word used to describe action to remind or help someone remember a line, as for an
actor; often referred to as a cue)

psychological climate (The careful and systematic arrangement of the student's environment
to facilitate whatever behavior is desired by the teacher)

psychology (The modern version of psychology relates to nothing but behavior)

quality teaching (Characteristics and qualifications of teachers related to growth in student
outcomes, results, performance, achievement; the opposite of traditional education where
"inputs" [resources, books, teachers, science labs, etc.] were legally required for educa-
tion, but not student "results" which were considered the responsibility of the student.
Obviously, the behaviorists consider students as machines, not human beings, since they
don't take into account the fact that human beings have free will and may just not want
to learn when and what the behaviorists want them to learn. Such a definition of qual-
ity teaching, which puts the 100% onus on the teacher, is sure to cause an exodus from
public education of our nation's finest teachers.)

rate (Speed of reaction; Skinner method demands a high, quick, fast rate of response; otherwise
student will have time to reflect on what he/she is doing; high rate of response assures
that the subject will respond without thinking)

reflect (Give back an image of; think critically about your practice [teachers]; recommended
for teachers when monitored by performance raters)

reflex (Neurological reaction; i.e., as when one automatically withdraws his hand from a hot
stove)

reinforce, reinforcement (To increase the probability of a response to a stimulus by giving a
reward or ending a painful stimulus)

replicate (Repetition of an experiment under controlled conditions so that a specific result
may be observed)

research-based ("Scientific, research-based instructional practices" has come to mean teaching/
training based on a world view that considers man an animal without a soul, conscience,
creativity, or free will whose behavior can be changed using operant conditioning and
other manipulative psychological techniques without his knowledge or "informed" consent.
Government research is necessarily "scientific, research-based" since government's world
view is based on evolution and Skinner. Private research is another matter since it is not
required to be based on any particular world view, but often reflects the same viewpoint.
Unfortunately, many religious and private schools are using methods and programs based
on "scientific" research.)

response (Reaction, reply)

script (Teachers using Skinnerian operant conditioning must teach from a prepared curriculum
format; they are not allowed to deviate from that script)

sociology (The science of human society and of social relations, organization, and change;
specifically, the study of the beliefs, values, interrelationships, etc., of societal groups and
of the principles or processes governing social phenomena. Of interest here is that many

Glossary G-29

of the principal promoters of outcome-based education, Spady et al., which includes
Skinnerian operant conditioning and effective schools research, are for the most part
sociologists, not educators.)

stimulus (Any action or agent which causes a change in activity in an organism, organ, or part,
as something that excites an end organ, starts a nerve impulse, activates a muscle, etc.)

succeed, success (Meet the required criteria)

systems, systematic, systems theory (Basis for current restructuring of education. [See Glos-
sary for Planning, Programming and Budgeting Systems, Systems, Systems Design
and Systems Approach])

taxonomy (See Glossary for Taxonomy of Educational Objectives)

teaching practice (Teacher performance, not necessarily academic or knowledge-based)

technology (Any form of instructional media)

theory into practice (The late Madeline Hunter's Mastery Teaching: Instructional Theory into
Practice (ITIP) . Translating into practice in the classroom the theory teacher has learned;
experimentation on the students)

threshold (Baseline, in operant terms, where subject can be conditioned)

Total Quality Management (Management technique which uses behavior modification [See
Glossary for Systems and Total Quality Management])

APPENDICES

APPENDICES

I Excerpts from Community-Centered Schools A- 5

II Excerpts from Teaching Machines and Programmed Learning A- 7

III Excerpts from Programmed Learning A- 11

IV Excerpts from A Plan for Evaluating the Quality of Educational A- 17
Programs in Pennsylvania

V Comments on and Excerpts from Behavioral Science A-23
Teacher Education Program (BSTEP)

VI Excerpts from Education for Results A-27

VII Excerpts from Performance-based Teacher Education A-32

VIII Excerpts from "The Field of Educational Technology" A-35

IX Excerpts from A Performance Accountability System A-39

X Excerpts from "The Next Step: The Minnesota Plan" A-42

XI "When Is Assessment REALLY Assessment?" A-44

XII Excerpts from "The National Alliance for Restructuring Education: A-52
Schools— and Systems— for the 21st Century"

A-3

XIII "Psychology's Best Kept Secrets" A-57

XIV Alert on National Education Goals Panel Community Action Tool Kit A-65

XV "Will Republicans Betray America By Voting For Marc Tucker's A-72
Human Resources Development System: H.R. 1617 and S. 143?"

XVI "Totalitarian Data-Gathering System A-81
Prepared by U.S. Department of Education"

XVII Memos on Direct Instruction A-90

XVIII "A Human Resources Development Plan for the United States" A-96

XIX "Taxonomy" A- 11 3

XX "The 'Skinner-Box' School" A- 122

XXI "Status of Internationalization of Education" A- 126

XXII "The Thief of American Individualism: A- 132
Total Quality Management and School-to- Work"

XXIII "Soviets in the Classroom: America's Latest Education Fad" A- 136

XXIV "Our Children: The Drones" A- 143

XXV (1) "The Truth about How We All Have Been Had" A-150
(2) "The Difference between Traditional Education and
Direct Instruction"

XXVI "Shamanistic Rituals in Effective Schools*" A-159

XXVII "Big Bad Cows and Cars: A- 167
Green Utopianism & Environmental Outcomes"

A-4

Appendix I

Excerpts from Community-Centered Schools

Community-Centered Schools: The Blueprint, Montgomery County, Maryland Schools, as
proposed by Dr. Nicholaus L. Englehardt and Associates, Consultants, and written by Dr.
Walter D. Cocking (New York City: April 1, 1946). This was probably the most important
blueprint for the nation, although The Hawaii Master Plan [see 1969] certainly follows in
its footsteps. Dr. Paul Mort's statement below is right on target. It took exactly fifty years to
implement "The Blueprint" in every school of the nation. Letter of transmittal states:

[The] program should be put into operation gradually. . . and Dr. Paul Mort and others have
accumulated evidence which shows a period of almost fifty years between the establishment
of need (need assessment, etc.) and the school programs geared to meet it.

If the school as an agency of society is to justify itself for the period ahead of us,
it must be accepted that its fundamental function is to serve the people of the entire
community, the very young children, the children of middle years, early adolescent youth,
older youth and the adults as well.

The task of the teacher of the future is a greatly different task than that which teachers
usually performed in the past. The fundamental equipment expected of the teacher of
yesterday was knowledge of the subject he taught. Modern education demands teachers
who are acquainted by experience as well as by study with our democratic society and who
participate actively in the life of the community.

They have a broad cultural background and an understanding of world conditions.
Teacher educational institutions have not prepared teachers to do these things. Prior
emphasis has been upon subject matter and method.

The Blueprint goes on to list the major purposes of a total instructional program "of benefit to
the entire community." Under "The Educational Program" one finds:

continuing and improving the teaching of the cultures of the past;

developing the ability to communicate effectively;

developing the ability to think;

developing desirable personality and character traits;

A-5

A-6

the deliberate dumbing down of amertca

discovering and developing worthwhile interests;
developing respect for others, or intercultural relations;
protecting and promoting health;

developing wholesome home and family life (Other agencies must accept at least some of
the responsibilities formerly borne by the family. The school must study the problem
intensively. It must experiment.);

developing wholesome habits and understanding of work;

good members of society cannot be developed if they are ignorant of work and what goes
into it. In the years which lie ahead, it would appear that the school is the only agency
which society has which can be expected to accept this responsibility.

IT MUST BE DONE, [emphasis in the original]

developing understanding of economic principles and forces (Emphasis must be placed
upon the economic principles and forces which are operating at that time rather
than upon those of the past.);

developing consumer competence... schools of the future must do much about such
things;

developing vocational competence;

developing social and civic competence — understand obligations as a member of the

group;... and to give wholeheartedly and unselfishly service to his local, state, national

and world government;
developing understanding of, and skill in, the democratic way of life;
developing knowledge, understanding of, and skill in, the creative arts;
developing understanding of, and skill in, wholesome and worthwhile leisure activities (Much

depends upon people discovering and practicing worthwhile leisure pursuits.);
developing a well-rounded emotional life with particular attention to moral and spiritual

needs. (A well-balanced emotional life is the final test of a well-educated person.

It is our belief that all people are religious, that religion finds expression in many

different ways. We do not believe in America that they should teach any particular

kind or type of religion.)

Under "The Service Program" one finds Health and Medical Services. (In the school of the
future, provision must be made not only for children enrolled but to all people, young and
old.) The list is endless and includes the following cradle-through-grave services: recreational,
library, guidance and counseling, child care, demonstration and experimental services,
planning and research, employment, audiovisual, social welfare, group meeting place,
character-building services. The Plan [Blueprint] states further:

The end results are that the school makes itself indispensable to all phases of
community life. In the future development of school programs, the service program will
receive increasing emphasis until the school becomes in fact the agency to which all the
people in the community turn for assistance.

Appendix II

Excerpts from Teaching Machines and Programmed Learning

Teaching Machines and Programmed Learning: A Source Book, edited by A. A. Lumsdaine,
Program Director, American Institute for Research, Professor of Education, University of
California, Los Angeles and Robert Glaser, Professor of Psychology, University of Pittsburgh,
Research Advisor, American Institute for Research (Department of Audio- Visual Instruction,
National Education Association, Washington, D.C., 1960).

The original studies reported by contributors to this volume also received direct support
from the Office of the Air Research and Development Command of the U.S. Air Force, the
U.S. Office of Education, and a number of other agencies including HumRRO (Department
of the Army), the Ford Foundation and the Fund for the Advancement of Education, and
several industrial organizations. Acknowledgment should also be made of the support and
encouragement provided on several of these projects by the University of Pittsburgh, Harvard
University, and a number of other academic institutions. [Preface]

From "Teaching Machines: An Introductory Overview," A.A. Lumsdaine:

Despite great variation in complexity and special features, all of the devices that are
currently called "teaching machines" represent some form of variation on what can be
called the tutorial or Socratic method of teaching. That is, they present the individual
student with programs of questions and answers, problems to be solved, or exercises to be
performed. In addition, however, they always provide some type of automatic feedback
or correction to the student so that he is immediately informed of his progress at each step
and given a basis for correcting his errors. They thus differ from films, TV and most other
audio-visual media as ordinarily utilized, because of three important properties. First,
continuous active student response is required, providing explicit practice and testing of
each step of what is to be learned. Second, a basis is provided for informing the student
with minimal delay whether each response he makes is correct, leading him directly or
indirectly to correction of his errors. Third, the student proceeds on an individual basis
at his own rate — faster students romping through an instructional sequence very rapidly,
slower students being tutored as slowly as necessary, with indefinite [sic] patience to

A-7

A-8

the deliberate dumbing down of amertca

meet their special needs, (p. 5)

From "Results of Use of Machines for Testing and for Drill upon Learning in Educational
Psychology," James Kenneth Little:

Previous investigations of college instructional problems had (the writer felt) emphasized
the following relevant points: (a) the motivating effect upon the learner of knowledge of
standing and progress; (b) the value, both for motivation and for guidance in learning,
of informing students specifically and immediately of their errors and their successes in
their work; (c) the value in the above (and other) connections of the frequent short test,
as contrasted with less frequent longer tests or examinations; (d) the great importance
of continuous adjustment to individual differences not only in capacity but also in
error pattern and difficulty; (e) the value, in all of these connections, of a consistent
use of the make-up test. (p. 59)

From Part III: "Skinner's Teaching Machines and Programming Concepts":

A comprehensive report of the work at Harvard on teaching machines and the programming
of materials used within them was prepared in 1958 as a report to the Fund for the
Advancement of Education. Skinner summarized the first part of this report in a symposium
paper at the 1958 meetings of the American Psychological Association and shortly thereafter
published it in Science [October 23, 1958 issue] . This major article, reproduced in full as the
third paper in Part III, attracted wide attention to the potentialities of "teaching machines."
It also focused attention on the "programming" of detailed, carefully ordered learning
sequences by which complex behavioral repertoires could be shaped through successive
approximations, (p. 96) [emphasis in original]

From "The Science of Learning and the Art of Teaching," B.F Skinner:

Recent improvements in the conditions which control behavior in the field of learning are
of two principal sorts. The "law of effect" has been taken seriously; we have made sure that
effects do occur and that they occur under conditions which are optimal for producing
the changes called learning. Once we have arranged the particular type of consequence
called reinforcement, our techniques permit us to shape the behavior of an organism
almost at will. It has become a routine exercise to demonstrate this in classes in elementary
psychology by conditioning such an organism as a pigeon, (pp. 99-100)

In all this work, the species of the organism has made surprisingly little difference. It is
true that the organisms studied have all been vertebrates, but they still cover a wide range.
Comparable results have been obtained with rats, pigeons, dogs, monkeys, human children,
and most recently — by the author in collaboration with Ogden R. Lindsley — with human
psychotic subjects. In spite of great phylogenetic differences, all these organisms show
amazingly similar properties of the learning process. It should be emphasized that this has
been achieved by analyzing the effects of reinforcement and by designing techniques which
manipulate reinforcement with considerable precision. Only in this way can the behavior
of the individual organism be brought under such precise control. It is also important to
note that through a gradual advance to complex interrelations among responses, the same
degree of rigor is being extended to behavior which would usually be assigned to such fields
as perception, thinking, and personality dynamics, (p. 103)

Appendix II

A-9

These requirements are not excessive, but they are probably incompatible with the current
realities of the classroom. In the experimental study of learning it has been found that the
contingencies of reinforcement which are most efficient in controlling the organism cannot
be arranged through the personal mediation of the experimenter. An organism is affected
by subtle details of contingencies which are beyond the capacity of the human organism
to arrange. Mechanical and electrical devices must be used. Mechanical help is also
demanded by the sheer number of contingencies which may be used efficiently in a single
experimental session. We have recorded many millions of responses from a single organism
during thousands of experimental hours. Personal arrangement of the contingencies and
personal observation of the results are quite unthinkable. Now, the human organism is, if
anything, more sensitive to precise contingencies than the other organisms we have studied.
We have every reason to expect, therefore, that the most effective control of human learning
will require instrumental aid. The simple fact is that, as a mere reinforcing mechanism,
the teacher is out of date. This would be true even if a single teacher devoted all her time to a
single child, but her inadequacy is multiplied many-fold when she must serve as a reinforcing
device to many children at once. If the teacher is to take advantage of recent advances in the
study of learning, she must have the help of mechanical devices, (p. 109)

The important features of the device are these: Reinforcement for the right answer is
immediate. The mere manipulation of the device will probably be reinforcing enough to
keep the average pupil at work for a suitable period each day, provided traces of earlier
aversive control can be wiped out. A teacher may supervise an entire class at work on such
devices at the same time, yet each child may progress at his own rate, completing as many
problems as possible within the class period. If forced to be away from school, he may
return to pick up where he left off. The gifted child will advance rapidly but can be
kept from getting too far ahead either by being excused from arithmetic for a time or
by being given special sets of problems which take him into some of the interesting
by-paths of mathematics, (p. 110)

Some objections to the use of such devices in the classroom can easily be foreseen. The cry
will be raised that the child is being treated as a mere animal and that an essentially human
intellectual achievement is being analyzed in unduly mechanistic terms. Mathematical
behavior is usually regarded not as a repertoire of responses involving numbers and
numerical operations, but as evidence of mathematical ability or the exercise of the power
of reason. It is true that the techniques which are emerging from the experimental study of
learning are not designed to "develop the mind" or to further some vague "understanding"
of mathematical relationships. They are designed, on the contrary, to establish the very
behaviors which are taken to be the evidences of such mental states or processes. This is
only a special case of the general change which is under way in the interpretation of
human affairs. An advancing science continues to offer more and more convincing
alternatives to traditional formulations. The behavior in terms of which human thinking
must eventually be defined is worth treating in its own right as the substantial goal
for education, (p. Ill)

From Part V: "Some Recent Work," article entitled "Teaching Machines and Human
Beings," John W. Blyth:

There is another less obvious but no less important advantage to be gained in exploiting the
teaching machine. The machine makes it possible to provide some of the conditions that
we have long known to be necessary for effective learning. A savage instructing his son in

A- 10

the use of the bow and arrow knew that the son needed plenty of practice and that he had
to see where the arrow went on each shot if he was to make any improvement on the next.
The importance of this immediate feedback was formulated years ago by Thorndike as the
"law of effect." According to this law of learning, an action which leads to a satisfactory
result tends to be repeated. In the contemporary terminology of B.F. Skinner, of Harvard
University, immediate reinforcement or reward is important in the learning process. As
far as the application of this principle is concerned, we do a much better job of teaching
rats, pigeons, and football players than we do in teaching mathematicians and physicists.
Teaching machines designed for individual use make it possible to provide this immediate
reinforcement for every student.... Laboratory experiments have demonstrated that the use
of immediate reinforcement techniques is a very efficient way of training animals to make
a discriminative response to selected stimuli. Rats and pigeons can be trained to perform a
whole series of such responses in sequence. Their actions then form a complicated "chain"
of events.... The only reason a rat should turn to the right rather than the left at a certain
point is that it is that turn which leads to reinforcement, (p. 402)

Appendix III

Excerpts from Programmed Learning

Programmed Learning: Evolving Principles and Industrial Applications, Jerome P. Lysaught, Ed.
(Foundation for Research on Human Behavior: Ann Arbor, Michigan, 1961).

Business organizations, as well as educational institutions, have an increasing demand
for training, improved skills and more effective teaching methods. In October 1960,
businessmen and social scientists met together to discuss programmed learning, some
of its current applications in business, and the outlook for the future. This is the
report of their meeting.

About This Report

...The increased demand for training, improved skills and better education in industry
has stimulated some business organizations to explore the possibilities of programmed
learning with the aid of devices which include automated teaching machines. The earliest
teaching machines, developed several decades ago by S.J. Pressey who was the first
psychologist to see "the coming industrial revolution in education" were designed for
self-scoring, not for programmed instruction in the present sense. The appropriate current
emphasis, reflected in the seminar, is on the concepts and principles of programmed
learning, and on the translation of learning theory into the programming of instruction
or teaching. Mechanical devices used should thus reflect the desired methods of teaching
and learning, not determine them....

In planning the seminar held in October, 1960, Eastman Kodak and IBM representatives
agreed to present and develop and use programmed instruction in their training programs.
They shared the Foundation's conviction that a major emphasis on programming principles,
learning theory and research, rather than on teaching machines themselves, would provide
the most practical guidelines to other companies and to educational institutions interested in
exploring programmed learning to increase the effectiveness of their training and education.
Consequently, in addition to the two industry experiences, a large portion of the seminar
was devoted to theory, principles, and the results of experimental studies in universities.
The three social scientists from academic institutions who led these discussions at the

A-ll

A-12

seminar are pioneers and distinguished leaders in this field. It became very clear that
programmed learning is an area in which the research and experience of practitioners in
universities and in industry can be of great mutual benefit. The speakers and discussion
leaders at the seminar included the following:

Dr. B.F. Skinner, Professor of Psychology, Harvard University

Dr. Arthur A. Lumsdaine, Professor of Education, University of California, Los
Angeles, and Research Advisor for Education Media to the American Institute
for Research

Dr. Robert Glaser, Professor of Psychology, University of Pittsburgh, and Research
Advisor, American Institute for Research

...The seminar was part of the Foundation's continuing program to bring the results of
social science research to the businessmen who can use them.

From the "Introduction," by Thomas H. Miller:

In recent months the professional journals and some popular publications have had
much to say about research on teaching machines and programmed learning. Because
most of this research has been limited to a few specific experiments and because field
application has generally been in elementary and secondary schools, very little has been
said of applications to adult learning. It was our feeling, and this is why we are so pleased
to cooperate with the Foundation in the holding of this seminar, that more of us should
be exploring more fully the relevance and importance of programmed instruction to adult
learning in general, and to business and industrial education in particular.

First, I should emphasize that we here at Kodak are quite serious about this matter of
programmed learning. We attempt to keep abreast of significant developments in learning
theory and education because we are responsible for seeing that each one of our men
and women receives the best possible training for his work in the company. We are
confident that programmed learning will have great implications for our future efforts,
and we look forward to providing better, more individualized instruction for our people
as a result of this development.

Secondly, I want to explain that our feelings about programmed learning result from
two factors: the result of our own initial efforts at instructing by means of this system,
and the inherent characteristics of programmed learning which will give strength to any
industrial training experience. With programmed learning we can adapt instruction to the
individuality of each student. Each student works at his own personal speed throughout
the learning experience. Each student is constantly active, interacting with the program,
concentrating on the task of learning. Each student can trace his own progress, and receive
timely, individual reinforcement for correct work.

To introduce the subject, we would like to have each of you work through the first
lesson of Dr. B.F. Skinner's course in psychology. We would hope, incidentally, that a
portion of the material is somewhat new to you so that some learning will actually take
place in your encounter with the subject matter. Further, we hope it will demonstrate
certain phenomena that will be spoken of repeatedly today, such as effective reinforcement
of the learner and progress at the individual rate.

Imagine yourself to be a freshman student at Harvard. You are taking, for the
first time, a college course in psychology. This is your first day in that course. Your
introduction to the course consists of the presentation of the programmed learning
sequence on the next pages.

Appendix III

A-

The directions are simple. You should read the first stimulus item, S-l, consider it, and
then construct in your own words the best possible answer. As soon as you have done this,
turn the page and compare your answer with the answer listed at R-l, the first response
item. Proceed through the program, going on to S-2 on the next page, turning the page to
R-2 and comparing your response; proceeding to S-3 below, turn back a page to compare
your response to R-3, and so on. You will be reading back and forth, turning a page
each time to find the response item.

FIRST LESSON IN PSYCHOLOGY

S-l. A doctor taps your knee (patellar tendon) with a rubber hammer to test your

R-4. Hammer (or mallet)

S-5. The stimulus which elicits a knee jerk is the delivered by the so-called

"stimulus object" or hammer.
R-8. Elicits

S-9. To avoid unwanted nuances of meaning in popular words, we do not say that a stimulus

"triggers," "stimulates," or "causes" a response but that it a response.

R-12. Latency

S-13. The weakest stimulus sufficient to elicit a response marks the "threshold" of the reflex.

A tap on the knee will not elicit a kick if it is below the .

R-l 6. Latency

S-l 7. A forceful tap elicits a strong kick; a tap barely above the threshold elicits a weak kick.

Magnitude of response thus depends on the intensity of the .

R-20. (1) Response (2) Stimulus (3) Reflex

S-21. If a sip of very weak lemonade does not cause salivation, the stimulus is said
to be below .

The following responses are on the turned page:
R-l. Reflexes

S-4. The stimulating object used by the doctor to elicit a knee jerk is a(n) .

R-5. Tap (or blow)

S-8. Technically speaking, a reflex involves a process called elicitation: A stimulus

a response.

R-9. Elicits

S-12. The time which elapses between the onset of the stimulus and the onset of the

response is called the "latency." Thus the time between tap and kick is the

of the knee jerk reflex.

R-13. Threshold

S-16. The fraction of a second which elapses between "brushing the eye" and "blink"

is the of the reflex.

R-l 7. Stimulus (tap)

S-20. When a person is startled by a loud noise, his sudden movement is his (1)

to the noise, which has acted as a (2) . The two together are called a(n)

(3) -

R-21. Threshold

From "Principles of Programming" by Robert Glaser:

A-14

(This article was prepared under U.S. Office of Education Research Contract SAE-8417 #691.
This is a preliminary version of a forthcoming book chapter.)

Yesterday, October 16, was the official publication date of the book Teaching Machines
and Programmed Learning which Dr. Lumsdaine and I have edited, and which you have
received for this seminar. It is indeed true that this book would never have been conceived
without the well-known and perhaps undying work of Professor Skinner, and I would like
to take this opportunity — what I consider to be a rather momentous occasion for both Art
Lumsdaine and myself — to present Fred with a copy of the book at this time. It is largely
through Professor Skinner's work that all this theory and excitement about teaching machines
and programmed learning has come about. (Presentation to Professor Skinner).

Most recently, and actually in the course of preparing this volume, I have completed or
compiled what appears to me to be the major ideas being expressed in the field of teaching
machines and programmed learning. The basic notions have been developed from research
findings in the experimental study of learning and have been expressed by a number of
men in the field, and to a large extent by the speakers at this platform. However, since
the use of teaching machines is in its Kitty Hawk stage, and since the application of
the science of learning to the development of a technology of training and education is
also in its childhood, I should like to set these notions down for your consideration and
discuss each point rather briefly...

Evoking Specific Behavior

The essential task involved is to evoke the specific forms of behavior from the student and
through appropriate reinforcement bring them under the control of specific subject matter
stimuli. As a student goes through a learning program, certain of his responses must be
strengthened and shaped from initial unskilled behavior to subject matter competence.
Programming rules are concerned with how one goes about doing this.

Our present knowledge of the learning process points out that through the process of
reinforcement, new forms of behavior can be created with a great degree of subtlety. The
central feature of this process is making the reinforcement contingent upon performances of
the learner. (Often the word "reward" is used to refer to one class of reinforcing events.) By
differentially applying reinforcement to relatively minute behavioral changes, it is possible
to progress from the initial behavior of the learner in small steps through the development of
more complex behaviors. This progression can take place by small enough steps so that the
student's progress and motivation is not jeopardized by frequent failures.

Since a great deal of teaching and learning is needed for acquiring complex behavioral
repertoires, such as a new language or calculus operation, the number of reinforcements
and the subtleties of reinforcements required to establish such complicated behavior
over-taxes the skill of the most efficient instructor, especially within the limits of his time
and usual classroom organization.

...The term "programming" refers to the process of constructing sequences of
instructional material in a way that maximizes the rate of acquisition and retention, and
enhances the motivation of the student....

Defining the Desired Behavior

...The first step in programming is to define the field. This means that the programmer must
outline precisely the behavior he wants the student to perform at the end of the program
and must specify the kinds of stimulus material that a student will have available in the
course of this performance. A primary purpose of instruction is to provide the student with
a behavioral repertoire called knowledge of the subject matter....

Appendix III

A-

Reinforcement a Central Process

A central process for the acquisition of behavior is reinforcement. Behavior is acquired as a
result of a contingent relationship between the response of an organism and a consequent
event. In order for these contingencies of reinforcement to be effective, certain conditions
must be met. Reinforcement must follow the occurrence of the behavior being taught. If
this is not the case, different and perhaps unwanted behavior will be learned. In addition,
a sufficient number of reinforcements must be given so that the desired behavior is
strengthened and its probability of occurrence for a particular student is high in appropriate
situations. As has been said, in progressing from the initial repertoire to the terminal
repertoire, the student is reinforced for minute changes in behavior which bring him
closer and closer to skilled performance. And these minute changes are brought about by
successive steps in the program. In most instructional programs, the reinforcing agent for
the students is "knowledge of results," that is, knowledge about whether or not the response
he performs is the result considered correct. Failure to provide adequate reinforcement and
hence failure to strengthen the behavior of the student with respect to the subject matter
often results in the student showing a lack of interest. This means that his interest is shifted
to other activities for which sufficient reinforcement is provided....

The Principle of Gradual Progression

My third point is gradual progression to establish complex repertoires. In getting the student
from his initial repertoire to the terminal repertoire, it has been indicated that an important
principle is that of gradual progression. We do not wait for the student to emit complex
behavior in the course of trial and error and then reinforce correct performance. In fact, he
may never emit the skillful behavior we require. When developing complex performance we
first reinforce any available behavior which is the slightest approximation to the terminal
behavior. Later we use this behavior in the next step to reinforce a small change which is in
the direction of the terminal repertoire. The program moves in graded steps working from
simple to higher and higher levels of complexity.

The principle of gradual progression serves to make the student correct as often
as possible and is also the fastest way to develop a complex repertoire. It is difficult
to see how complex behavior can appear except through the specific reinforcement of
members of a graded series. It seems that this is an important principle in the rapid
creation of new patterns of behavior.

At each step, the programmer must ask what behavior must a student have before he
can take this step. He must ask what principles or interverbal relationships will facilitate
this sequence of steps that form a progression from initially assumed knowledge to the
specified final repertoire. No step should be encountered before the student can take it
with a high probability of success. . . .

Eliciting Available Responses and Controlling Error

The next point that I want to make is called "emitted behavior and prompting". This
concerns making the desired behavior more probable. A student is assumed, as I have said,
to possess some initial related behavior in the subject matter before he starts the course.
The behavior available must be specified, and the programmer can, at the beginning,
appeal only to those available responses. How then do we get the students to emit these
available responses? Before behavior is reinforced, it must be emitted and instructional
material must be designed to elicit the correct and appropriate behavior which can then
be appropriately reinforced. A major portion of what we call the rules of programming is
concerned with evoking behavior, that is, concerned with techniques for getting the students
to emit new or low strength responses with a minimum of errors.

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The occurrence of behavior in a program is made more probable if the materials are
designed so that each frame makes the correct answers in the next frame more likely. The
probability of success is increased by the use of formal hinting and coaching techniques
based upon what we know about verbal behavior....

Putting the Student on His Own

The next point is called "fading or vanishing." Thus far it has been indicated that
programming techniques utilize the principle of reinforcement, the principle of prompting.
The next one we come to is the principle of fading or vanishing. This principle involves
the gradual removal of prompts or cues, so that by the time the student has completed the
lesson, he is responding only to the stimulus material which he will actually have available
when he performs the "real task." He is on his own, so to speak, and learning crutches
have been eliminated. Fading can then be defined as the gradual withdrawal of stimulus
support. The systematic progression of programmed learning is well set up to accomplish
this. It is always to be kept in mind that these principles are quite in contrast to "rote
learning" or drill. In rote learning, many wrong responses are permitted to occur, and the
student eventually learns to develop his own prompts often to a relatively unrelated series
of stimuli. Programmed learning, on the other hand, is designed to take advantage of the
inherent organization of the subject matter or of the behavior of the subject in relation to the
subject matter in shaping up the student's learning, [all emphases in original]

[Ed. Note: The computer in 1999 is a sophisticated version of the teaching machine referred
to in I960.]

Appendix IV

Excerpts from A Plan for Evaluating the Quality of Educational

Programs in Pennsylvania

A Plan for Evaluating the Quality of Educational Programs in Pennsylvania: Highlights of a
Report from Educational Testing Services (Princeton, NJ) to the State Board of Education of
the Commonwealth of Pennsylvania, June 30, 1965.

BACKGROUND

The planning project reported in this document had its inception in a mandate from
the General Assembly of Pennsylvania. The mandate is to be found in Section 290.1
of the Act of August 8, 1963, P.L. 564 (Act 299, The School District Reorganization Act
of 1963). It reads as follows:

Educational Performance Standards — To implement the purpose of this
subdivision, the State Board of Education, as soon as possible and in any event
no later than July 1, 1965, shall develop or cause to be developed an evaluation
procedure designed to measure objectively the adequacy and efficiency of the
educational programs offered by the public schools of the Commonwealth.
The evaluation procedure to be developed shall include tests measuring the
achievements and performance of students pursuing all of the various subjects
and courses comprising the curricula. The evaluation procedure shall be so
constructed and developed as to provide each school district with relevant
comparative data to enable directors and administrators to more readily appraise
the educational performance and effectuate without delay the strengthening of
the district's educational program. Tests developed under the authority of this
section to be administered to pupils shall be used for the purpose of providing a
uniform evaluation of each school district and the other purposes set forth in this
subdivision. The State Board of Education shall devise performance standards
upon completion of the evaluation procedure required by this section.

This committee on Quality Education sought the advice of experts in the behavioral
sciences. These experts constituted a Standing Advisory Committee for the project.... It [the
Committee] concluded that an educational program is to be regarded as adequate only if it

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A-18

can be shown to contribute to the total development of pupils.... The Committee recognizes
that many of the desirable qualities that schools should help pupils acquire are difficult
to define and even more difficult to measure. It feels, nevertheless, that any evaluation
procedure that leaves these qualities out of account is deficient as a basis for determining
whether the program of any school district is educationally adequate. Having in mind this
view of education and its evaluation, the Committee requested the Educational Testing
Service [Note: federally-funded, ed.] of Princeton, N.J. to assist in the development of
a plan for the implementation of Act 299.... What follows gives the highlights of the
three-volume report entitled A Plan for Evaluating the Quality of Educational Programs
in Pennsylvania.

PROPOSED GOALS OF EDUCATION

The first step in judging the quality of educational programs is to decide on the purposes of
education. What should children be and do and know as a consequence of having gone to
school? What are the goals of the schools? These questions have been high on the agenda of
the Committee on Quality Education. Its members wanted a set of goals that would reflect
the problems society faces in the world today.... Available measures of the factors are
uneven in their development. Some of the measures are considerably more valid, precise,
and interpretable than others. Measures of conventional academic achievement, for
instance, are at a more advanced stage of development than measures of attitude and
values. This unevenness poses a difficult, but not an insoluble, problem in designing
an evaluation program of the kind we are proposing, In a nutshell, the current situation
is as follows:

1 . All of the ten goals of education stated above are to be regarded of prime importance
in education of high quality. Any educational program that neglects any of the
goals is to be regarded as less than adequate. [The Ten Quality Goals are listed
below under California's Plan which lists Pennsylvania's Ten Quality Goals as
those to be used by California, ed.]

2. Measures of progress toward the ten goals are unequally developed. Some are more
dependable and valid than others. For example, tests of reading comprehension
are relatively well developed and reasonably well understood, while tests of
such qualities as self-understanding and tolerance are less well developed and
poorly understood.

3. Nevertheless, the evaluation of pupil performance in all areas is critically important
as a means of keeping educational programs in balance.

4. Work should therefore begin on evaluating progress toward all ten goals to the
extent that this is possible.

5. Where the available measures are clearly inadequate, intensive research and
development should be undertaken immediately to bring them to the point where
they can have full effect in the evaluation program.

6. Where the available measures are adequate, studies should be undertaken
immediately to use these measures in the development of appropriate criteria
for assessing school programs.

ILLUSTRATIVE STUDIES

During the past year, we conducted two studies involving five school systems for the
following purposes: (1) to identify specifically the practical problems that would be
encountered in studies to develop performance criteria for school programs, (2) to see
what usable measures might be obtained for measuring the kinds of output called for by

Appendix IV

A-

the ten proposed goals of education, (3) to see what usable measures might be available for
measuring input and the variables that condition output, (4) to see how the several measures
might be related and combined to produce the necessary performance criteria.

The outcomes of these studies suggest (1) that good cooperation can be expected
from the school systems in conducting such studies in the future, (2) that reliable measures
of some aspect of each of the ten kinds of output implied by the ten goals is possible,

(3) that the validity of many of the available measures, however, is open to question,

(4) that there are many measures still to be developed if all the most important aspects
of educational output are to be effectively appraised, (5) that it is feasible to express
performance criteria in a form which takes into account conditions under which schools
work and which at the same time constitute a challenge to the majority of schools to
improve their programs.

THE DEVELOPMENT AND APPLICATION OF PERFORMANCE CRITERIA

Out of the work of the two illustrative studies a design for a study to develop performance

criteria has emerged. It has five characteristics as follows:

1. It would provide multiple performance objectives for schools of any given type.

2. It assumes that pupils at seven different grade levels will be tested twice, two years
apart, first, to establish levels of input and second, to establish levels of output.
[This was, for many years, the NAEP schedule, ed.]

3. It envisages a testing program which consists of a core program made up of
tests which have already been proved to be dependable and an experimental
program made up of tests to be developed to a state of dependability in the
course of the study.

4. It would be carried out on a ten per cent sample of the schools of the Commonwealth
and would probably involve about 7,000 classrooms and 200,000 pupils. [This is
the NAEP sampling method used for many years, ed.]

SUPPORTING RESEARCH

At all stages of this planning study it has become increasingly apparent to us that any
program to evaluate the quality of education in Pennsylvania which was unaccompanied by
a strong program of research would be sterile. Two kinds of research are essential:

• Research specially designed to invent, develop, and validate the measures needed
by the evaluation program — especially measures of the kinds of educational output
assumed by such goals as self-understanding, tolerance, citizenship, attitude toward
school and learning, and creativity.

• Research to identify those educational processes and those modifiable conditions
of learning that hold the greatest possibilities for improving the educational output
in schools of varying types.

...The four studies were concerned (a) with measures of the ways children think
and solve problems, (b) with the test-taking motivation of students in culturally deprived
areas, (c) with the measurement of creativity, and (d) with the attitudes of primary
school pupils toward school.

What have the studies shown?

• They have shown that ordinary achievement tests leave untouched many important
intellectual qualities of students, but that with a concentrated program of research
it should be possible to develop measures of these qualities.

A-20

• They have shown that youngsters from disadvantaged backgrounds do not
usually try as hard on tests as their more favored classmates, but that they can
be motivated to do so.

• They have shown that it is possible to get a rough measure of the degree to
which students bring a creative approach to the arts, the sciences, and the
problems of human relations.

• They have shown how the attitudes of primary school children toward their teachers,
their school, their classmates may be developing and have suggested how important
these attitudes can be in conditioning the children's further education.

Finally, these studies have shown that much more research needs to be done on
how to assess the output of the schools and how to develop procedures for strengthening
their programs. We are convinced by our work this year that such research will be fruitful
and should be energetically pursued.

RECOMMENDATIONS

1. General policies:

1.2. The evaluation program should avoid any suggestion of a policing operation
to see where schools are meeting minimum regulations. It should encourage,
not inhibit, experimentation with (a) new curricula, (b) new administrative
arrangements, (c) new approaches to instruction....

1.3. The State Board of Education should rely upon the Superintendent of Public
Instruction for developing and executing the evaluation program, it being
understood, however, that where appropriate he may delegate parts of the
work to universities or to other competent agencies outside the Department
of Public Instruction. . . .

2. Procedures. The following procedures are recommended as constituting the
essentials of an educational evaluation program for the Commonwealth....

2.2. A General Panel of Review consisting of educators, behavioral scientists, and
representatives of the general public should be appointed to review the system of
tests and measures to be used to ascertain how well pupils are progressing toward
the educational goals and to advise on research and development leading to new
and improved means of assessing progress toward the goals.

2.3. For each of several areas of educational output, there should be a Sub-Panel
of Examiners drawn from the General Panel of Review, with additional numbers
drawn from among appropriate specialists in education and the behavioral sciences,
to consider in detail the tests and measures related to the area of their concern
and to advise the General Panel of Review regarding the quality of the tests and
measures and the means for their improvement.

2.4. A broad program of research should be initiated forthwith for the purpose of (a)
improving the educational output, especially those that have to do with the personal
and social qualities of pupils and for which in many cases no satisfactory measures
now exist, and (b) discovering those processes of education and conditions of
learning that will maximize the quality of educational output under a variety
of circumstances. This program of research should take full advantage of the
outcomes of similar research being done elsewhere by adapting these outcomes
to the needs of Pennsylvania.

2.5. In those cases where a school system, after applying the appropriate criteria,
is dissatisfied with the level of performance of its pupils, such school systems
should have the advice and assistance of the Department of Public Instruction in
determining what changes in educational processes and/or in the conditions of

Appendix IV

A-21

learning would be most likely to bring about improvement.

Proof that Pennsylvania's goals were the model for the nation is found in the California
State Plan, Title III of the Elementary and Secondary Education Act, P.L. 89-10, as Amended
by P.L. 90-247, 1970, which states on page 2, (6/9/69 revised):

These Ten Goals were generated in the Study of Quality Education initiated by the
Pennsylvania State Board of Education in response to a mandate from the Pennsylvania
General Assembly. The Ten Goals provided a classification system simple enough (in terms
of the number of categories) to work with and yet comprehensive enough in scope to
include almost any educational objective, whether cognitive, affective [attitudes, values,
ed.] or psychomotor. These Ten Goals are listed below:

1. Quality education should help every child acquire the greatest possible
understanding of himself and appreciation of his worthiness as a member of
society (Self- Understanding) .

2. Quality education should help every child acquire understanding and appreciation
of persons belonging to social, cultural, and ethnic groups different from his
own (Tolerance of Others) .

3. Quality education should help every child acquire to the fullest extent possible for
him mastery of the basic skills in the use of words and numbers (Basic Skills) .

4. Quality education should help every child acquire a positive attitude toward school
and toward the learning process (Attitude Toward School) .

5. Quality education should help every child acquire the habits and attitudes associated
with responsible citizenship (Citizenship) .

6. Quality education should help every child acquire good health habits and an
understanding of the conditions necessary for the maintenance of physical and
emotional well being (Health) .

7. Quality education should give every child opportunities in one or more fields
of endeavor (Creativity) .

8. Quality education should help every child understand the opportunities open to
him for preparing himself for a productive life and should enable him to take full
advantage of these opportunities (Vocational Preparation) .

9. Quality education should help every child to understand and appreciate as much
as he can of human achievement in the natural sciences, the social sciences, the
humanities, and the arts (Intellectual Achievement) .

10. Quality education should help every child prepare for a world of rapid changes
and unforeseeable demands in which continuing education throughout his adult
life should be a normal expectation (Life-Long Learning) .

[Ed. Note: Anita Hoge's successful complaint against the Pennsylvania Department of
Education's Educational Quality Assessment (EQA), filed under the federal Protection of
Pupil Rights Amendment, exposed the extent of federal involvement in curricula, testing
and evaluation primarily designed to change children's attitudes, values, and beliefs. These
are the areas to which parents most vociferously object. In the mid-1970s the Pennsylvania
chapter of the liberal American Civil Liberties Union sided with parents regarding their
objections; i.e., invasion of privacy, etc.

All state and local school district goals, standards, competencies, outcomes, results, etc.,
developed from this time on across the nation were based primarily on these Pennsylvania

A-22

goals. It is interesting to note that the plans for national assessment were in progress several
years prior to passage of the Elementary and Secondary Education Act of 1965. This Act
signified the end of local control due to its call for the installation of an accountability system
in each of the state departments of education applying for federal assistance.

It should be noted that included on the Standing Advisory Committee and its pool of
"experts" in the behavioral sciences were: David R. Krathwohl (co-author with Benjamin Bloom
of The Taxonomy of Educational Objectives: Affective Domain) of the College of Education
at Michigan State University; Urie Bonfenbrenner of the Department of Sociology at Cornell
University; and Ralph W. Tyler of the Center for Advanced Study in the Behavioral Sciences
at Palo Alto, California.]

Appendix V

Comments on and Excerpts from Behavioral Science
Teacher Education Program (BSTEP)

Behavioral Science Teacher Education Program (BSTEP), 1965-1969, funded by the U.S.
Department of Health, Education, and Welfare, was initiated at Michigan State University.
Its purpose was to change the teacher from a transmitter of knowledge/content to a social
change agent/facilitator/clinician. Traditional public school administrators were appalled
at this new role for teachers. Long-time education researcher Bettye Lewis provided a
capsule description and critique of BSTEP in 1984. Her comments and verbatim quotes
from BSTEP follow:

Objectives of BSTEP are stated as follows:
Three major goals:

1 . Development of a new kind of elementary school teacher who is basically well
educated, engages in teaching as clinical practice, is an effective student of the
capacities and environmental characteristics of human learning, and functions
as a responsible agent of social change.

2. Systematic use of research and clinical experience in decision-making processes
at all levels.

3. A new laboratory and clinical base, from the behavioral sciences, on which to
found undergraduate and in-service teacher education programs, and recycle
evaluations of teaching tools and performance.

...The BSTEP teacher is expected to learn from experience through a
cyclical style of describing, analyzing, hypothesizing, prescribing, treating,
and observing consequences (in particular — the consequences of the treatment
administered) ....

The program is designed to focus the skills and knowledge of Behavioral

A-23

Scientists on education problems, translating research into viable programs for
preservice and in-service teachers. The traditional concept of research as theory
is not discarded, but the emphasis is shifted to a form of practical action-research
in classrooms and laboratory.

The humanities are designed to promote an understanding of human
behavior in humanistic terms.... Students are to be exposed to non-western
thought and values in order to sensitize them to their own backgrounds and
inherent cultural biases.... Skills initiating and directing role-playing are developed
to increase sensitivity and perception. Simulation games are included for training
in communication skills as leaders or agents of social change, (p. 1)

Lewis's comments regarding "Systematic Analysis of Future Society," taken from
237 of BSTEP:

B.F. Skinner's behavioral philosophy is quite apparent in this BSTEP Design
which states

Calculations of the future and how to modify it are no longer considered
obscure academic pursuits. Instead, they are the business of many who
are concerned about and responsible for devising various modes of social
change.

One can't help but wonder — who gave the educators the "responsibility" or the
"right" to devise modes of social change, to use teachers as the "change agents," and to use
the children as the guinea pigs through which society is to be changed? One realizes the
extent to which this "future society planning" has already gone after reading through the
following lengthy list of organizations involved in this behavioral designing:

1. Department of Health, Education, and Welfare — Exploring Possibilities of a Social
State-of-the-Union

2. American Academy of Arts and Sciences — Commission of the Year 2000

3. American Academy of Political and Social Science

4. United Nations Future-Planning Operation in Geneva, Switzerland

5. World Future Society of Washington, D.C.

6. General Electric Company — Technical Management Planning Organization

7. The Air Force and Rand Corporation [designer of PPBS, ed.]

8. The Hudson Institute [See 1992 entry regarding approval by business/corporation-
funded New American School Development Corporation of the Hudson Institute's
"Modern Red School House" proposal. The Design Team was headed by former
Secretary of Education William J. Bennett and includes Chester Finn, former Assistant
Secretary to Education Secretary, and former Governor Lamar Alexander and author
of America 2000 (President Clinton's Goals 2000), ed.]

9. Ford Foundation's Resources for the Future and Les Futuribles — a combination
of future and possible

10. University of Illinois, Southern Illinois University, Stanford University, Syracuse
University, etc.

11 . IBM (International Business Machines)

This section of the report concludes with: "We are getting closer to developing
effective methods for shaping the future and are advancing in fundamental social and

Appendix V

A-25

individual evolution."

From the section entitled "Futurism as a Social Tool and Decision-Making by an Elite
(p. 248) Lewis quotes:

The complexity of the society and rapidity of change will require that comprehensive
long-range planning become the rule, in order that carefully developed plans will be ready
before changes occur.... Long-range planning and implementation of plans will be made
by a technological-scientific elite. Political democracy in the American ideological sense,
will be limited to broad social policy; even there, issues, alternatives, and means will
be so complex that the elite will be influential to a degree which will arouse the fear
and animosity of others. This will strain the democratic fabric to a ripping point.... [The
reader should refer to the 1972 entry entitled "People Control Blueprint" from the May
issue of The National Educator, ed.]

"A Controlling Elite"

...The Protestant Ethic will atrophy as more and more enjoy varied leisure and guaranteed
sustenance. Work as the means and end of living will diminish.... No major source of a
sense of worth and dignity will replace the Protestant Ethic. Most people will tend to be
hedonistic, and a dominant elite will provide "bread and circuses" to keep social dissension
and disruption at a minimum. A small elite will carry society's burdens. The resulting
impersonal manipulation of most people's lifestyles will be softened by provisions for
pleasure-seeking and guaranteed physical necessities, (p. 255)

"Systems Approach and Cybernetics"

...The use of the systems approach to problem solving and of cybernetics to manage
automation will remold the nation. They will increase efficiency and depersonalization....
Most of the population will seek meaning through other means or devote themselves to
pleasure seeking. The controlling elite will engage in power plays largely without the
involvement of most of the people.... The society will be a leisurely one. People will
study play, and travel; some will be in various stages of the drug-induced experiences.
(P- 259)

"Communications Capabilities and Potentialities for Opinion Control"

...Each individual will receive at birth a multipurpose identification which will have,
among other things, extensive communications uses. None will be out of touch with
those authorized to reach him. Each will be able to receive instant updating of ideas
and information on topics previously identified. Routine jobs to be done in any setting
can be initiated automatically by those responsible for the task; all will be in constant
communication with their employers, or other controllers, and thus exposed to direct and
subliminal influence. Mass media transmission will be instantaneous to wherever people
are in forms suited to their particular needs and roles. Each individual will be saturated
with ideas and information. Some will be self-selected; other kinds will be imposed overtly
by those who assume responsibility for others' actions (for example: employers); still
other kinds will be imposed covertly by various agencies, organizations, and enterprises.
Relatively few individuals will be able to maintain control over their opinions. Most will be
pawns of competing opinion molders. (p. 261)

Lewis comments further:

A-26

In order to implement this training and to make sure that future elementary teachers
accept the "right attitudes" and "behavioral objectives," the use of computers and the col-
lection of information are stressed. The "Central Processor" or the computer programmed
to accept or reject on the basis of behavioral objectives, will be the "judge and the jury" as
to who will and who will not be the future teachers. For anyone who loves individual free-
dom, who desires it for their own children, and prays for a future America with individual
freedom held sacred — BSTEP has to be a most frightening and devastating plan. It is indeed
the "world" of Orwell's 1984, the Identity Society, and the Walden II of B.F. Skinner. In refer-
ence to the latter, it is indeed Beyond Freedom and Dignity, the title of a B.F. Skinner book.
It is a "nightmare" created by the Behaviorists and Humanists who are fast becoming the
Major Directors of Public Education.

Appendix VI

Excerpts from Education for Results

Education for Results: In Response to A Nation At Risk, Vol.1: Guaranteeing Effective
Performance by Our Schools by Robert E. Corrigan, Ph.D., and Betty 0. Corrigan (SAFE
Learning Systems, Inc.: Anaheim, CA, 1983). This particular paper was published in 1983 for
the Reagan Administration's use, and actually served as a springboard for implementing OBE.
Most of the experimentation history (pilot OBE/ML/DI) programs, including one in Korea
discussed in this paper, were implemented in the 1960s and 1970s.

The Education for Results Project, which basically called for using Corrigan's Model
(mastery learning/outcome-based education/management information systems) had the
support of the following twenty key education change agents:

Dr. Leon Lessinger, Superintendent, Beverly Hills School District, Beverly Hills, CA; Dr
Jack Ward, Associate Superintendent, Mendocino County, CA; Dr Robert Kane, Consultant,
Teacher Preparation & Licensing Committee, State of California; Dr Nolan Estes, Professor
of Education, University of Texas; Dr James McPhail, Chairman, Department of Educational
Administration & Supervision, University of Southern Mississippi; Dr Hosea Grisham,
Superintendent, North Panola County School, Mississippi, President, Mississippi Association
of School Administrators; Dr Hines Cronin, Superintendent, Moss Point School District,
Moss Point, MS; Dr Mel Buckley, Superintendent, Newton Public School, Newton, MS; Dr
Robert Morgan, Director, Learning Systems Institute, Florida State University, Tallahassee,
FL; Dr Roger A. Kaufman, Professor of Education, Florida State University, Tallahassee,
FL; Dr Homer Coker, Teacher Corps Program, Georgia State University, Atlanta, GA; Dr
Annette Kearney, Assistant Director, National Council for Negro Women, New York City;
Dr John Picton, Beaverton, OR; Dr Louis Zeyen, Deputy Executive Director, American
Association of School Administrators; Dr William Spady, Director, Center for the Improvement
of Learning, Arlington, VA; Dr Gene Geisert, Professor of Education, St. John's University,
Jamaica, NY; Dr Al Hoye, Minneapolis Unified School District, MN; Dr Wilfred Landrus,
Chapman College, Professor of Education, Orange, CA; Dr Robert Corrigan, Corrigan and
Associates, Anaheim, CA; and Mrs. Betty Corrigan, Corrigan and Associates, Anaheim, CA.
Lessinger, Estes, Kaufman, Coker, Spady and the Corrigans are among the key proponents

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of OBE/ML and have been involved for many years. The following are excerpts from
Education for Results:

PROLOGUE: Committing to the Feasible Delivery of Effective Educational Results, by Nolan
Estes, prior U.S. Commissioner of Education, University of Texas, Austin.... On April 26,
1983, the National Commission for Excellence in Education presented to President Ronald
Reagan A Nation at Risk, a report on the status of quality education in the United States.
This commission was formed by Secretary of Education Dr. Terrel Bell, in August 1981,
to evaluate the current status of our national educational system in terms of its overall
performance effectiveness; and, where appropriate, to propose changes in policy, practices,
and programs to increase the effectiveness of our schools....

The beginning of this reported decline in the performance effectiveness began in the
1960's. As a Commissioner of Education (1965-1969), along with other Commissioners,
we made substantial investments in grants and programs to develop more effective
professional practices to replace those then in operation. We concentrated our investments
in two major programs, namely:

A. To increase learning effectiveness [mastery scores) for all learners; and

B. To increase the management effectiveness of the delivery system to increase the
measured success for learners.

Several major multi-million dollar programs were initiated in the 1960's consistent
with the achievement of the goals stated above. The major focus on development of more
effective management-for-results practices and application was Operation PEP, State of
California. This was a multi-year program involving several hundred senior educational
administrators across the state. Dr. Robert E. Corrigan, as director of the training programs,
offered to these administrators skills in management-for-results practices encompassed
in his "Systematic Approach for Effectiveness" (SAFE). The acceptance of these practices
by these senior educational practitioners is evidenced by the fact that they were applied
by Title III management centers across the state of California after the federal funds
were removed.

A second key thrust by the Department of Education (1965-1968) was to support the
development of new teaching practices which would prove more effective in the delivery
of success for learners. A major program was funded for the installation of a Teacher
Fellowship Program at Chapman College, Orange, California. This program was headed by
Dr. Robert E. Corrigan to develop a Masters Degree in Instructional Systems Design (ISD).
This developing program focused on the design of a new learning-centered technology
developed by the Corrigans to assure predictable mastery by all learners of all relevant
skills and knowledge in the curricula offered in our schools.

...In these two volumes presented herein by the Corrigans, you are offered the
PROOF of these most effective results-focused practices by many school districts both
large and small, both urban and rural, in a variety of areas across our country over a
period of 22+ years (1960-1983).

Since the 1960s, these effective management-for-results practices have expanded
to include the required use of micro computer management systems to control for
the delivery of cost-effective results for learners, for the educational practitioners,
and the taxpayers.

These publications (Volumes I and II) offer to all educational partners (including
teachers, learners, administrators, boards of education, parents, and the community at large)
proven ways and means to deliver effective performance by our schools — a "business-like"

Appendix VI

A-29

approach to manage the achievement of established priorities for action and the installation
of these successful educational practices in the schools of America.

...We are required NOW to make only the necessary minimal investments in time
and/or money by each member of the educational partnership in order to turn our
currently reported mediocre performance effectiveness as presented by the Commission
on Excellence into a shining success story for all concerned, in particular for the
future citizens of this nation and the survival and growth of our nation as a whole,
[all emphases in original]

From Chapter 13: "Instructional Systems Development in Korean Educational Reform"
by Robert M. Morgan:

A Systems Center Study of Korean Education — 1970
The aim of this study was an attempt by the Republic of Korea to determine if it might
be able to organize its educational resources in ways that would make its educational
programs more responsive to the nation's needs and, simultaneously, function more
efficiently. The Korean Government invited the Florida State University to assist with the
project and an interdisciplinary study team was assembled. In the planning phase of the
project it was judged that a "systems approach" to the analysis of Korea's educational
sector would be suitable.

The study team spent three months in Korea in 1970 gathering information about
the educational system, the economy, the nation's needs and wants for its educational
programs, and the resources available for potential improvement of the system. Members
of the study team visited schools at all levels throughout Korea and talked to hundreds
of teachers, administrators and students. The team also worked with several Korean
government ministries.

...The data was analyzed in terms of future manpower needs and educational
output, estimated cost benefits, strategies for appropriate introduction of innovation
and technology into the system.

[Ed. Note: While reading the following, please keep in mind educational restructuring in the
United States to meet the demands of the global economy — the shift from academic education
to work force training, using Outcome-Based Education/ML/DI and TQM.]

Economic Factors

Following the Korean War the Korean economy experienced remarkable industrial progress
and growth which was predicted to continue into the foreseeable future. The labor force was
increasing steadily and the rate of unemployment, decreasing. However, a major problem
was anticipated from lack of congruence between the nation's manpower requirements and
the projected supply of skilled technical labor. The only long-range solution to these problems
was a reordering of the educational priorities in the schools of Korea.

The Contemporary Korean School System
The educational goals that characterized the Korean elementary and middle schools
in 1970 were... restricted to the conventional academic domain. The student learning
outcomes at these levels fell almost exclusively into the informational and skill categories of
education and was characterized by rote memorization of classically academic subjects with
the overriding objective of preparing students for the national competitive examinations
which were used to select those students for entry to the next level of education.

The existing curriculum was not as relevant to preparing Korean children to live and

A-30

prosper as adults as it could and should have been. While the study team did not attempt
to specify educational objectives, it believed the curriculum could be broadened to include
the teaching of inquiry skills and problem-solving approaches and generally attend more to
process objectives— and that these should not only be learning outcomes but also serve as
effective instructional means. It was also suggested that pre-occupational training would add
to the graduates' employability, retrainability and occupational mobility.

A Proposed New Educational Model — 1971
The study team suggested that a nine-year, free and compulsory educational program
was necessary to support Korea's continuing economic expansion. {Systems Analysis
for Educational Change: The Republic of Korea by Morgan, Robert M. and Chadwick,
C.B. [University of Florida Press: Gainesville, FL, 1971]). The vocational high schools of
Korea were not effectively serving the purposes for which they were formed. Based upon
assumptions about potential for improved academic accomplishment at the elementary-
middle school level, the study team recommended that this training be directed exclusively
to preparing people for specific jobs. The job training programs would be of variable
duration, would be operated only as long as there were known manpower needs
for the jobs in question, and would be open to qualified citizens of any age level,
[emphasis added]

...The new school proposed by the study team involved a number of changes from the
existing system. These included changing the basic instructional unit from its present class
size to a larger grouping, introducing individualized instructional concepts and associated
materials, modifying the role of the teaching staff, increasing the ratio of students to
teachers, and using programmed instructional television and radio.

...A middle school... moved to a system of individualized instruction... would be
performance based, permit students to move at their own learning rate, and would place
a larger measure of responsibility on the students for self-direction of their learning
experiences. It would also reduce reliance on direct teacher-to-student instruction. The
basic instructional resource for that portion of the curriculum to be individualized would
be a "student-learning unit" prepared in modular form and packaged for ease of storage
and retrieval by students. These units would be developed using the Instructional Systems
Design (ISD) approach. The student-learning unit would contain the behavioral objectives
for the unit, critical instructional materials, directions to other learning resources, and
criterion-referenced test items which would permit the student to assess his own progress
through the unit. The principles of programmed instruction would be employed in
the development of these units even though most of the instructional materials were
not programmed instruction per se.... The teaching team would operate under the
direction of a master teacher whose main job would be the management of the learning
environment....

...It was estimated that a functional national educational television system could be
built which would be an integral component of the system of instructional resources....
It would be a form of programmed instruction developed to teach specific behaviors and
would call for active responses from the student. Auxiliary printed materials would be
developed to go with the ITV programs in which the students would write responses,
solve problems and record reactions and questions. Student learning would be closely
monitored and the teacher would be furnished supportive and supplementary materials
to help her work individually with any students who experience difficulty or who fall
behind in the televised instruction.

...The study team proposed an organization, which it labeled the Korean Educational
Development Institute (KEDI), to design and try out the system and its components. KEDI

Appendix VI

A-31

would reappraise the educational goals and objectives for the elementary-middle [E-M, ed.]
schools. It would develop definitions of desired learning outcomes at the various levels
and then design and build the instructional programs to achieve these outcomes....
Estimates were that it would take approximately four to five years to build and test the
new system. The cost of development and installation on a national scale was estimated
to be approximately $17,000,000.

...During the last quarter of 1971 the KEDI staff focused on two major activities. These
were: (1) an intensive series of meetings with Korean educators on the E-M project, and (2)
the writing of the International Loan Agreement. The first of these activities was essential
to broaden the base of support and to respond to questions or criticisms and to secure the
cooperation of educators throughout the nation....

...KEDI was the beginning of a competency-based program of student learning.

...In the several tryouts since 1973 — four small scale and four large scale — the
achievement levels have generally been higher for the demonstration students than
for the comparison group.

...In 1978, the President of the Republic appointed an external commission to conduct
an independent evaluation of the new E-M program. This group assessed student and
teacher attitudes toward the new program as well as community reaction. They also selected
18 schools and directed that the new KEDI system be implemented in these schools for
five months in six basic subject areas, and identified a group of traditional schools to serve
as the control. They found that mean achievement across all subject areas was 24 percent
higher in the experimental group than in the control group, and that 30 percent more
of the experimental students achieved subject mastery. The commission recommended
an orderly implementation of the new E-M program in all of Korea's schools, [all
emphases in original]

[Ed. Note: There is no way a valid determination can be made on the basis of instruction over
a five-month period. Was the experimental group taught to the test as in OBE/ML/DI? Has the
education ministry followed these students to see if their superior achievement has held over
time? One would have to look at longitudinal data as well as the examinations used to come to
any sort of valid conclusion regarding the superiority of OBE over the traditional Korean form
of education. Also, what kinds of results were they looking for — academic or occupational?]

Appendix VII

Excerpts from Performance-based Teacher Education

Performance-based Teacher Education: What Is the State of the Art 7 ., Stanley Elam, Ed. (Phi
Delta Kappan Publications: Washington, D.C., 1971). Paper prepared for the Committee
on Performance-based Teacher Education of the American Association of Colleges for
Teacher Education pursuant to a contract with the U.S. Office of Education through the
Texas Education Agency, Austin, Texas.

The Association is pleased to offer to the teacher education community the Committee's
first state-of-the-art paper. In performance-based programs performance goals are specified,
and agreed to, in rigorous detail in advance of instruction. The student must either be
able to demonstrate his ability to promote desirable learning or exhibit behavior known
to promote it. He is held accountable, not for passing grades, but for attaining a general
level of competency in performing the essential tasks of teaching.... Emphasis is on
demonstrated product or output. Acceptance of this basic principle has program implications
that are truly revolutionary.

Probably the roots of PBTE [Performance-based Teacher Education, ed.] lie in general
societal conditions and the institutional responses to them characteristic of the Sixties.
For example, the realization that little or no progress was being made in narrowing wide
inequality gaps led to increasing governmental attention to racial, ethnic, and socioeconomic
minority needs, particularly educational ones.

The claim that traditional teacher education programs were not producing people
equipped to teach minority group children and youth effectively has pointed directly to the
need for reform in teacher education.

Moreover, the claim of minority group youth that there should be alternative routes
to professional status has raised serious questions about the suitability of generally
recognized teacher education programs.

Confronted with the ultimate question of the meaning of life in American society,
youths have pressed for greater relevance in their education and a voice in determining what
its goals should be. Thus PBTE usually includes a means of shared decision-making power...
[T]he student's rate of progress through the program is determined by demonstrated
competency rather than by time or course completion.... Instruction is individualized and

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Appendix VII

A-

personalized.... Because time is a variable, not a constant, and because students may enter
with widely differing backgrounds and purposes, instruction is likely to be highly person-
and situation-specific... The learning experience of the individuals is guided by feedback....
[T]eaching competencies to be demonstrated are role-derived, specified in behavioral terms,
and made public; assessment criteria are competency-based, specify mastery levels, and
made public; assessment requires performance as prime evidence, takes student knowledge
into account; student's progress rate depends on demonstrated competency; instructional
program facilitates development and evaluation of specific competencies.... The application
of such a systematic strategy to any human process is called the systems approach.... We
cannot be sure that measurement techniques essential both to objectivity and to valid
assessment of affective and complex cognitive objectives will be developed rapidly enough
for the new exit requirements to be any better than the conventional letter grades of the
past. Unless heroic efforts are made on both the knowledge and measurement fronts, then
PBTE may well have a stunted growth.... To recapitulate, the promise of performance-based
teacher education lies primarily in: 1) the fact that its focus on objectives and its emphasis
upon the sharing process by which those objectives are formulated in advance are made
explicit and used as the basis for evaluating performance; 2) the fact that a large share of
the responsibility for learning is shifted from teacher to student; 3) the fact that it increases
efficiency through systematic use of feedback, motivating and guiding learning efforts
of prospective teachers; 4) the fact that greater attention is given to variation among
individual abilities, needs, and interests; 5) the fact that learning is tied more directly to the
objectives to be achieved than to the learning resources utilized to attain them; 6) the fact
that prospective teachers are taught in the way they are expected to teach; 7) the fact that
PBTE is consistent with democratic principles; 8) the fact that it is consistent with what
we know about the psychology of learning; 9) the fact that it permits effective integration
of theory and practice; 10) the fact that it provides better bases for designing research
about teaching performance. These advantages would seem sufficient to warrant and
ensure a strong and viable movement.

From "The Scope of PBTE":

Among the most difficult questions asked about the viability of performance-based
instruction as the basis for substantial change in teacher preparatory programs are these:
Will it tend to produce technicians, paraprofessionals, teacher aides, etc., rather than
professionals?... These questions derive from the fact that while performance-based
instruction eliminates waste in the learning process through clarity in definition of
goods, it can be applied only to learning in which the objectives sought are susceptible
of definition in advance in behavioral terms. Thus it is difficult to apply when the
outcomes sought are complex and subtle, and particularly when they are affective or
attitudinal in character.

From "Philosophic Underpinning":

Some authorities have expressed the fact that PBTE has an inadequate philosophic base,
pointing out that any performance-based system rests on particular values, and the
most important of which are expressed in the competencies chosen and in the design
of the learning activities.

From "Political and Management Difficulties":

A-34

...4) There are political aspects to the question of how far the professor's academic freedom
and the student's right to choose what he wishes to learn extend in PBTE. 5) ...The mere
adoption of a PBTE program will eliminate some prospective students because they do
not find it appealing. The question remains: Will these be the students who should be
eliminated?... 6) The PBTE movement could deteriorate into a power struggle over who
controls what. 7) PBTE removes students regularly from the campus into field settings
and emphasizes individual study and progress rather than class-course organization, thus
tends to isolate the people involved. We live in a period when such isolation is not a
popular social concept, and since many aspects of the PBTE approach could be conceived
as Skinnerian, dehumanizing etc., it is important that programs be managed in such a
way as to minimize isolation? ... 9) Finally, there is a need to overcome the apathy, threat,
anxiety, administrative resistance, and other barriers that stand in the way of moving toward
PBTE and toward performance-based teaching in the schools.

[Ed. Note: Over the years one has seen the departure of many talented teachers who have left
the profession due to Skinnerian Performance-based Teacher Education.]

Appendix VIII

Excerpts from "The Field of Educational Technology"

"The Field of Educational Technology: A Statement of Definition," by Donald P. Ely, Ed.
Published in Audiovisual Instruction (Association of Educational Computing and Technology:
Washington, D.C.), October 1972 (pp. 36 ffj.

There is no single author of this statement since the definition process involved
several hundred people over the period of one year. Kenneth Silber spent more time than
any other person and provided continuity through several drafts. Other writers included
Kenneth Norberg, Geoffrey Squires, and Gerald Torkelson. Significant contributions were
made by Robert Heinich, Charles F. Hoban, Jr., Wesley Meierhenry, and Robert Wagner
through discussion papers prepared early in the process. Reactions from related fields were
helpful — Desmond Cook (Educational Psychology), Keith Mielke (Telecommunications),
and Robert Taylor (Library and Information Science) . Each reviewed an earlier draft of the
manuscript and met to discuss it. Finally, credit should go to the more than 100 members of
the Association of Educational Computing and Technology [AECT, spin-off of the NEA,
ed.] who participated at the open hearings held during the Minneapolis convention. And
now, the process must go on with each reader. May I have your reactions? Signed by
Donald P. Ely, Editor, Chairman, Definition and Terminology Committee, AECT, Branch of
the National Education Association....

When scientific and experimental methods are applied in an orderly and comprehensive
way to the planning of instructional tasks, or to entire programs, this process is sometimes
known as "systems design," or the "systems approach to instructional development."
Implicit in the systems approach is the use of clearly stated objectives, experimentally
derived, data to evaluate the results of the system, and feedback loops which allow the
system to improve itself based on evaluation.

A systematic approach usually involves: needs assessment (to determine what the
problem really is); solution selection (to meet the needs); development of instructional
objectives (if an instructional solution is indeed needed); analysis of tasks and content
needed to meet the objectives; selection of instructional strategies; sequencing of
instructional events; selection of media; developing or locating the necessary resources;

A-35

A-36

tryout/evaluation of the effectiveness of the resources; revision of resources until they are
effective; and recycling continuously through the whole process. The systems approach
is basic to educational technology.

Individualized learning requires systematic planning because it may operate with little
or no direct intervention by the teacher. If the benefits of individualized and personalized
learning are to succeed, it will be necessary to make full use of appropriate technical
resources, to shift money saved by this approach into the development of more effective
resources, and to make consistent and expanded use of experimental study and evaluation
techniques. All of these require the use of the systems approach to succeed.

The rationale for a unique field of educational technology is its synthesis of three
concepts: providing a broad range of learning resources, individualizing and personalizing
learning as a focus, and using the systems approach as an intellectual and operational
approach to the facilitation of learning. The combination of these concepts in the broader
context of education and society yields synergistic outcomes — behaviors which are not
predictable on the parts alone — but outcomes with extra energy which is created by the
unique interrelationship of the parts....

Within the context of society, the purposes and means of the educational technologist
create two value questions: are the means used by the educational technologist neutral,
or do they have ends and values built in? Does a person concerned with the means of
education also have to be concerned with the ends?... These questions and issues and their
resolution by each person in the field is as much a part of the definition of the field as the
functions the people in the field perform.

Is technology neutral?

Theoretically, technology in the "pure" state is neutral in its operation, simply the
powerful and faithful servant of the society it serves but does not affect.

But institutionalized technology in the real world is never that pure. Once embedded
in socioeconomic systems, it tends to become self-justifying and self-perpetuating and
does indeed affect the society it serves.

Technology neatly separates ends from means, and attempts to become neutral by
divorcing itself from value-laden ends. However, if technology is independent of means,
then its worth must be measured by the degree of success and the efficiency with which
it achieves the goals set before it. Thus, the technological thrust in modern society is to
continually refine and strengthen the means whatever the goal.

The net result, which has been pointed out by many scholars of technology, is that
the means tend to become the ends. The means which sometimes serve as the end of
technology are NOT neutral. As most critics of technology have pointed out, these means
have effects — effects which are not neutral at all. Whether the effects are positive or negative
is a question for debate, but neutrality is a choice which does not exist.

For example, it is clear that technology has effects on man, but what are they? One
position is that technology exerts a subtle force to reduce human beings to standardized
components which can readily be assimilated to whatever system is being served. It
absorbs them into man-machine systems by robbing them of their humanity and making
them human machines.

The opposing position states that technology makes humaneness and difference
possible. It creates the options we need for true freedom, and creates a world which
allows divergent value systems.

The opposite of the neutral technician is what we might call the concentrated
professional. This person realizes that the means make the ends possible, and that
cooperation or hindrance makes ends possible or impossible. The concerned professional
has a point of view about the ends and then decides whether or not the work being done

Appendix VIII

A-37

will make possible positive or negative ends.

If it is decided the work will bring about negative ends, the concerned professional
refuses to perform it.

The scientist working on genetic selection and manipulation because "it can help
eliminate disease from the human race" and those who have quit working on it because
it will "lead to totalitarian domination by a master race" are examples of concerned
professionals. Regardless of their position, they have considered the ends of their work and
made a decision to work or not based on how they viewed those ends.

It should be clear that the concerned professional does not have to be a "liberal" or
a "conservative. " The concerned professional must however, show moral sensitivity to the
effect of what he or she does, [emphasis in original]

It does not matter what position an individual comes to as long as it is not "I'll
do it because it can be done. "

We believe that in the American society of the 1970s and beyond the educational
technologist cannot afford to be a neutral technician. The field calls for concerned
professionals. Some very hard questions must be raised about everything this person is
called on to do. The concerned professional must ask how the resources produced or used
affect all of society, as well as the scientist's own life.

The concerned specialist must ask what to do if he/she disagrees with the messages
of the resources.

It is less important how an educational technologist answers these questions than
it is that they are asked, and that there is concern with the real end of the means.... The
educational technologist is not the only person making decisions about the facilitation of
learning through the identification, development, organization, and utilization of learning
resources. The teacher, curriculum specialist, administrator, content specialist, librarian
and the student are involved in the process, too.... It is, therefore, important for the field of
educational technology to recognize the "other people" context in which it operates.

Further, it is essential to ascertain what the relationship of the field of educational
technology with these other fields will be. In a practical sense, the work relationship means
"who will get to make the ultimate decisions about facilitating learning and how it is done?"
There are at least five types of alternatives for the facilitation of learning. They differ along
the dimension of formality, based on the compulsory nature of the institution, on the degree
of authority of those in charge, and on the range of resources available.

The effects of technology cannot, therefore, be overlooked. They create serious
concerns for society as a whole. They are particularly important to a person involved in a
field like educational technology, since its effects help to shape human minds.

What are the effects of packaged learning [OBE/ML/DI, ed.], etc., on a person for
18 years? Are we moving too fast technologically for people to cope with the changes?
How do feeling and spontaneity fit into a technologically-based system? Are we trying to
program all connections between people?

The educational technologist, as a concerned professional, must study the
philosophical, psychological and sociological implications of how the technologist
can facilitate learning.

[Ed. Note: This paper was an attachment to an AECT proposal to develop Handbook X of
the Educational Records and Reports Series for the National Center for Educational Statistics.
AECT also received the Project BEST (Better Education Skills through Technology) contract
from the U.S. Department of Education in 1982. The excerpts are very important as they
relate to the concerns of leading educators in the field of technology regarding ethical and
privacy issues surrounding the use of programmed learning (OBE/ML/DI) in conjunction

A-38

with technology in the schools of the United States. Donald Ely (Editor and Chairman
of the Definition and Terminology Committee, AECT) was also involved in Project BEST
in 1982. Also listed as members of BEST'S Advisory Board were Dr. Shirley McCune of
the Midcontinental Regional Education Laboratory and William Spady of the American
Association of School Administrators — both of whom are closely associated with outcome-
based education/mastery learning, the purpose of which is to "restructure" not only the
schools, but America itself through changing the attitudes, values, and beliefs of students to
accept citizenship in a one-world socialist government. These excerpts should be brought
to the attention of Ely, Spady, and McCune with the question: "Do you share the concerns
of your associates who contributed to the writing of this paper?" If so, why do you have
such a hard time understanding why parents and taxpayers are opposed to Skinnerian
outcome-based education?]

Appendix IX

Excerpts from A Performance Accountability System

A Performance Accountability System for School Administrators by T.H. Bell (Parker Publish-
ing Co.: New York, 1974). T.H. Bell served as Secretary of Education during President Ronald
Reagan's first term in office, 1981-1985, and also served as Commissioner of Education in the
U.S. Office of Education during the Ford Administration. Excerpts from the book follow:

The Need for a Management System

Under the pressure of the free-enterprise system and the unremitting demand that large corpora-
tions earn profits and pay dividends to stockholders, management efficiency through orienta-
tion to results has led to development of management systems such as the one described in
this book. Most of the successful corporations in the United States now use annually adopted
objectives as a means of focusing the energies and efforts of managers on the attainment of
goals that are widely known and broadly accepted. Although the problems of educational
management are obviously quite different from those of the private sector, there is much to
be learned from industry's systems approach in gaining more efficiency in educational man-
agement. The outcomes are quite similar, (p. 21)

Why Needs Assessments?

As a people, Americans have turned from a preoccupation with production and plenty to a
concern for the quality of human life in this nation. We have moved beyond the point where
production of the necessities for existence is a concern. We want a rich and meaningful life
and we want equality of opportunity for all citizens.

Drug abuse, juvenile delinquency, lack of respect for law and order, coping with envi-
ronmental damage are all problems with which education must be concerned in this new era
of social awareness and public concern for the success and happiness of all. These enormous
demands call for systematic attention to the performance outcomes of the schools and col-
leges of the nation. Since we have so many problems and since our resources are limited, it
is essential that we look at the performance of our educational institutions and establish a
hierarchy of priorities.... We should seek to solve the problems that are causing the greatest
amount of difficulty and unrest across the nation. We should seek to solve the problems whose
solutions will both stimulate the economy and free the public from the burden of supporting

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A-40

citizens who are unable to support themselves. We must, in short, assess our educational
needs before establishing our objectives and setting into action leadership and management
plans, (pp. 32-32)

Use of Tests in Needs Assessments

The economic, sociological, psychological and physical aspects of students must be taken into
account as we look at their educational needs and accomplishments, and fortunately there
are a number of attitude and inventory scales that can be used to assess these admittedly
difficult to measure outcomes....

Most of these efforts to manage education try to center in one place an information
center that receives reports and makes available to all members of the management team
various types of information useful to managers....

School management by objectives demands more use of educational tests and measures
(pp. 33-35).

The Student and Staff Personnel Profile

A departmental or school student and staff personnel profile, constructed from needs assess-
ment information, will provide information in greater depth than is typically found in most
school or college operations. The characteristics of the student populations being served and
the social, economic, racial, and ethnic make-up of the community or neighborhood must
be weighed in making assumptions on performance expectations. An objective, expressed in
anticipated performance results, must take into account the characteristics of the students,
the neighborhood and community, (p. 42)

Humanizing Education

Many of our current problems of alienation and depersonalization are at least partly traceable
to our emphasis in our schools upon giving and getting information and our neglect of the
discovery of meaning and humanization. The committee writing the 1962 ASCD Yearbook
listed common school practices that have depersonalizing and alienating effects:

• The emphasis on fact instead of feelings

• The belief that intelligence is fixed and immutable

• The continual emphasis upon grades, artificial reasons instead of real ones for learn-
ing

• Conformity and preoccupation with order and neatness

• Authority, support and evidence

• Solitary learning

• Cookbook approaches

• Adult concepts considered as the only ones of value

• Emphasis on competition

• Lockstep progression

• Force, threat and coercion

• Wooden rules and regulations

• The age-old idea that if it's hard it's good for them

Until now we have been schooling to fit a "norm" of society. It's time to begin think-
ing of an education for every man. As defined by Carl R. Rogers, "The only man who is

Appendix IX

A-41

educated is the man who has learned how to learn; the man who has learned how to adapt
and change; the man who has realized that no knowledge is secure, that only the process of
seeking knowledge gives a basis for security. "

This clearly invalidates our conception of a successful student as one who simply gradu-
ates with a degree and a high grade point average — a molded, shaped figure ready to slip away
from life and learning into the split-levels and station wagons of suburbia, (p. 161)

[Ed. Note: There is no question in this writer's mind that this one man bears much of the
responsibility for the deliberate dumbing down of our schools. He set the stage for outcome-
based education through his early support for systems management, management by objectives
(MBO) , and Planning Programming Budgeting System (PPBS) . These systems later evolved into
full-blown Total Quality Management/OBE, having gone through the initial stage of Professor
Benjamin Bloom's mastery learning and ending up as William Spady's transformational OBE.
Outcome-based or results/performance/competency-based education requires mastery learn-
ing, individualized instruction, systems management, and computer technology. Bell's earlier
activities in the seventies as U.S. Commissioner of Education — including his role in supporting
dumbed-down life role competencies for K-12 (See 1975 Adult Performance Level Study and
1983 Delker article) and Bell's testimony before Congress in favor of a U.S. Department of Edu-
cation — should have kept his name off any list of potential nominees presented to President
Reagan. Concerns regarding this nomination expressed by Reagan supporters were proven well
founded when Bell, in 1984, funded William Spady's infamous Utah OBE grant which promised
to (and did) put OBE "in all schools of the nation"; spearheaded the technology initiative in
the 1980s; predicted that schools would be bookless by the year 2000; recommended that all
students have computers; and fired Edward Curran, the Director of the National Institute of
Education, when Curran recommended to President Reagan that Curran's office, the NIE, be
abolished.

According to a former member of the Utah Education Association, who was a close associ-
ate of Bell's in the early 1970s, if the Senate Committee that confirmed T.H. Bell as Secretary
of Education had read Bell's A Performance Accountability System for School Administrators, it
is unlikely Bell would have been confirmed.]

Appendix X

Excerpts from "The Next Step: The Minnesota Plan"

"The Next Step: The Minnesota Plan" by Paul Berman, Executive Director, Center for Policy
Alternatives, and President of BW Associates, a consulting firm specializing in policy research
and analysis in Berkeley, California {Phi Delta Kappan: Washington, D.C.) November 1985, p.
40.

Elementary and secondary education in America are in need of more than just repair and
maintenance; the challenge is to move to "a new plateau of learning." The necessary struc-
tural reforms for such a move appear to be under way in Minnesota.... Although Minnesota's
schools are among the best in the nation, the evidence shows that they have been unable to
keep pace with the rapidly increasing need for more students to learn more.... Various groups
in the state, as well as reform-minded legislatures and state officials, have been asking basic
questions about the future of education in Minnesota. One such group is the Minnesota Busi-
ness Partnership which contracted with me and my associates to examine K-12 education
and suggest reforms, if necessary. . . . The result was The Minnesota Plan, a document that
has altered the nature of the debate in Minnesota. Gov. Rudy Perpich and Ruth Randall, his
superintendent of public instruction, used the Plan, as well as the work of others when they
proposed to the state legislature reform measures based on concepts in the Plan.

Under "Restructuring Schooling":

... [T]he usual six years of comprehensive secondary education in junior and senior high
schools, with their multiplicity of courses and student tracking, should be phased out. Instead,
all students should attend a four-year secondary school that concentrates on core academic
subjects. Then they should have opportunities to specialize for two years.

Though the Minnesota Plan has many unique elements, it has derived specific reforms
from three sources. First, various state-level proposals over the past few years influenced
what went into the Plan as well as what was omitted. My experience in developing reforms
for what became California's omnibus education reform legislation (S.B. 813) was particularly
valuable. Second, recent and earlier literature on schooling was extremely helpful, particularly
the work of Benjamin Bloom, John Goodlad, and Theodore Sizer....

A-42

Appendix X

A-43

Tracking has been justified as a way for schools to meet the legitimate concern that
students should be prepared for different careers. The comprehensive high school, with its
bewildering array of courses, also evolved in part to satisfy this need. For example, most states,
including Minnesota, impose seat-time or graduation requirements under which each student
must take a certain number of units of high school mathematics....

The challenge for American education is to provide a common and equivalent educational
experience for all students and to prepare them for different careers. The comprehensive high
school has not and cannot... meet either goal adequately... The restructuring... offers a dif-
ferent approach to realizing these dual objectives of American education. All students would
concentrate on a core academic program in grades 7 through 10 and then, in grades 11 and
12, choose further education that matches their career aspirations.

Research and practice in thousands of classrooms both in the U.S. and abroad indicate
that instructional strategies using this assumption, such as mastery learning or cooperative
learning techniques, can result in more students learning dramatically more in both basic
and higher-order skills. The Minnesota Plan calls for these approaches to be taught to senior
teachers who can then train other teachers to shift their expectations and instruction to enable
all students to learn. Mastery learning is controversial. However, the bulk of the evidence
shows that large gains in student learning occur if teachers have the training and support to
implement mastery learning effectively. Too often, mastery learning has been introduced as
a "top down" innovation. The Minnesota Plan, by contrast, proposes a grassroots approach
to implementation. . . .

A publicly elected school-level board, operating in concert with a school-site manage-
ment council, would decide which courses to offer at the school and which courses might be
offered by other public schools or by other public or private providers. Schools would have
the authority to "contract out" or "contract in" for teaching services.... This restructuring
would take advantage of strength in the best European systems.... Deregulate curriculum
and instruction. Educators should be free to design curriculum and instruction that they feel
meets state standards and community needs. States should set basic goals; educators should
be responsible to the community for helping students to meet these goals.

A restructuring of schooling could not realize its full promise without jettisoning the
anachronistic system of employing course-unit/seat-time requirements as the criterion for
student promotion and graduation. Advancement should be based on demonstrated achieve-
ment.... State-mandated course and graduation requirements would be eliminated in favor of
a statement by the state of the competencies students are expected to master and two state
tests, which would be required of all students before they leave the sixth and tenth grades.

[Ed. Note: Paul Berman is a well known and highly paid consultant/change agent. Berman has
been associated with RAND Corporation, a major policy development think tank which helped
develop the Planning, Programming and Budgeting System (PPBS).]

Appendix XI

"When Is Assessment REALLY Assessment?"

"When Is Assessment REALLY Assessment?" by Cynthia Weatherly, published in The Chris-
tian Conscience (Vol. 1, No. 9, 1995, pp. 28-32, 50). It can be found on the Internet at http:
/ /www. christianconscience. com.

Why are the new-fangled tests called "assessments"? The answer is shocking!

During preparation for a workshop on educational policy in 1982, I was asked by the
host organization to prepare a glossary of terms pertaining to my presentation. That request
seemed simple enough and a reasonable one, so I set about compiling terms related to Com-
petency-Based Education (CBE, forerunner of Outcome-Based Education and promulgated by
the same man — Bill Spady), our fad-of-the-moment in educational reformation toward illiteracy
in Georgia.

As I said, the task seemed simple enough. However, while still in the As of the alphabet, I
developed an overwhelming respect for professional compilers of glossaries. The first word block
I encountered was assessment. Sure it was familiar; we all knew it meant "test," but the longer
I struggled to apply that definition to CBE the more elusive assessment's definition became.

The latest word for "test" was "instrument" and that proved easy to explain. But assess-
ment was a broader term. Assessment was the noun form of the verb "assess." What did assess
actually mean? The National Assessment of Educational Progress (NAEP) had been in use since
its development in the latter 1960s. Had we overlooked a change in emphasis by the Federal
level of education implied by the use of the word assessment that could be significant?

Receiving no help from my small hill of accumulated state department of education mate-
rials relating to assessment, I decided to read the instruction manual: Webster's New World
Dictionary. Webster's clearly stated:

assess: 1. to set an estimated value on (property, etc.) for taxation 2. To set the amount
of (a tax, fine, damages, etc.) 3. To impose a fine, tax, or special payment on (a person or
property) 4. To impose (an amount) as a fine, tax, etc. 5. To estimate or determine the sig-

A-44

Appendix XI

A-45

nificance, importance, or value of, evaluate.

assessment: 1. The act of assessing 2. The amount assessed.

This definition disturbed me a little. I had assumed that assessment was just the latest
educationese for a broad-based test. Had I missed something somewhere?

To accomplish the task at hand — the glossary — I crafted a definition that read like this:

Assessment: an estimation; determination of the significance or value of. As used in
education, a general term for measuring student progress. Conflict in definition occurs when
considering that this is a measurement process used to determine the value or significance
of a particular outcome in educational performance. Therefore, it is not a true measurement,
but a process of assigning value to specific tasks, creating a cumulative score for performance
instead of an accurate measurement against a standard.

It sounded good at the time and spoke to the question of "what are we testing?" which
was a growing concern due to the nature of Competency-Based Education's life role skills com-
petencies, which were going to dictate our educational goals— just like OBE does today. Even
though satisfied to have introduced the idea that there may be a conflict within the definition
of assessment as an educational term, I was bothered that I could find no definitions in other
dictionaries, including legal ones, which did not have primary meanings related to assigning
a value for tax purposes. Assessment is primarily a legal term; in fact, the use of the word
"instrument" could carry a legal connotation as well. Disturbing.

The Federal Accounting Process

In March of 1984 I had the privilege of giving testimony supporting stringent regulations for
the Pupil Privacy Act (the Hatch Amendment) which amended the General Education Provisions
Act to offer protection from intrusive questioning, programs, and the record-keeping for parents
and students. Again, preparation for that testimony caused me to review the national Center
for Educational Statistics' handbook series known as the State Educational Records and Report
Series. Specifically, Handbook IIR, the Financial Accounting Handbook, alluded to a "unified
accounting system" based on the process known as Planning, Programming and Budgeting
System (PPBS) which was to be used by all school systems. PPBS involves mandated goals and
constant adjustment of resources to ensure that goals are met— the system that is still in use
today. In testifying, I drew a projected conclusion:

If our financial resource reporting is going to be unified by such a system, then are we
not but a step away from unified goals for our educational outcomes? This is assuredly a
step toward mandated national curriculum and interstate and interregional tax and financial
management revisions.... Will we not soon be sharing tax resources from region to region as
needed to "equalize" educational opportunities and programs deemed "exemplary" or in the
"national interest" to produce global-minded citizens?

The longer I thought of assessment being the "value determined for tax purposes" and
the possibility of cross-regional/state sharing of tax resources, the more concerned I became
over the idea that the record-keeping and information-compiling might become so tied to the
individual student that assessment might have a more malignant potential. We were talking
about our children here.

A-46

At that point in time there was a growing emphasis on choice and vouchers/tuition tax
credits in education. Since with the money flows the control, could this be part of the assessment
picture? That would tie an individual student moving about in the "choice market" directly to a
federal accounting process both financially and educationally due to national standards being
proposed. No one seemed to be too worried about it in the 1980s, but it still bothered me.

Over a period of time I shared my concern with close associates — if assess was to "assign
a value for tax purposes," then why were we assessing children? A theory began to take root
and grow in my mind: somehow we were going to allow children's potential worth to society
to be measured, and their future life roles would somehow be measured, and their future life
roles would somehow be projected, and they would be limited by that assigned worth. What
a thought! Could this be possible in the United States?

Human Capital Defined

Later someone sent me pages from a book entitled Human Capital and America's Future, edited
by David W. Hornbeck and Lester M. Salamon. The title itself set off alarm bells because of the
connection to education shared by many of the contributors, especially Hornbeck. It was now
the early 1990s and many disturbing things were happening. David Hornbeck was a highly
visible change agent responsible for many radical education reforms in states from Kentucky
to Iowa and had been consultant to many more. Why was Hornbeck focusing on human capi-
tal! That term had been primarily used in economic and commercial literature. Hornbeck was
also identified with changes in assessment in the school systems with which he consulted and
worked.

The book was published by Johns Hopkins University Press in 1991 and contains an
enlightening list of contributors in addition to Hornbeck: Ernest Boyer, Nancy Barrett, Anthony
Carnavale, Sheldon Danziger, Marian Wright Edelman, Scott Fosler, Daniel Greenberg, Jason
Jaffras, Arnold Packer, Isabel Sawhill, Marion Pines, Donald Stewart, and Lester Salamon. The
social and political views of Human Capital's contributors could be the basis of another whole
article, but suffice it to say that most of the radical changes toward a managed populous in
this country can be reflected among this group of individuals. Weren't some of them involved
in dis-establishing the U.S. Department of Health, Education and Welfare (HEW) and turning
it into the Department of Education?

While references to human capital have been the fare of business publications for some
time, it has only been in the last few years that this term has been applied to school children.
In Hornbeck's chapter "New Paradigm for Action," he outlined the systemic change which must
occur to produce the workforce for the future and fulfill our nation's human capital needs.
Hornbeck's "new paradigm of action" looked a lot like old OBE — setting specific performance
standards and invoking penalties for schools, teachers and students not meeting them:

If the new comprehensive system is to be outcome-based, careful attention must be paid to
assessment strategies. The selection of outcome indicators will be informed by the availability
of sound assessment instruments, [emphasis added]

Now here was Hornbeck using assessment and instrument together instead of a substitute
for one or the other — and he had selected the two terms which carried legal usage definitions.
Hornbeck asserted that while the NAEP might be universally available, and portfolio assessments
(notice the use of both words together) would become popular, "the Educational Testing Service

Appendix XI

A-47

(ETS) is investing time and funds in developing new approaches to assessment." He further
stated that most of the present assessment observations are "related to academic objectives":

Similar sensitivity is required in carefully denning appropriate assessment tools in other areas
as well. In citizenship, a method should be developed for expressing qualitative aspects of
participation activities.... [A] different value could be placed on community service.... Physical
and mental fitness. . . problems arise as we confront legal and even constitutional issues (self-
incrimination, search and seizure) .... Perhaps a school system should plan to have all students
undergo a physical exam in the fourth, eighth, and twelfth grades as a health counterpart to
the academic testing program. Again, the emphasis must be on carefully determining assess-
ment strategies that measure the outcomes to be achieved, [emphasis added]

All of this is structured because "incremental change is insufficient. Systems must be radically
altered to produce what the nation's economy demands in a work force."

Weren't we supposed to be concerned about the education of school children? This sounded
a lot like literature which proposed "full employment" policies, much like the billboards and
signs plastered on public transportation and public buildings in Grenada — "Work for everyone:
everyone working!" — before the U.S. invasion to overthrow their Communist government in
1983.

Was this why the Council of Chief State School Officers accepted a contract from the
National Center for Educational Statistics to develop what is known as the SPEEDE ExPRESS
(the Exchange of Permanent Records Electronically of Students and Schools)? This electronic
information track can carry the most diverse and extensive information on a student, deliver-
ing it to future employers, places of higher education, training centers, health providers (con-
traceptive histories will be included), the military, and a number of other recipients yet to be
designated. Then if employers, government, and others have input into what should be the
outcome of education in this country — instead of education being academically and informa-
tion-based — then this concept of "assessment as assigning a value" to a child takes on propor-
tions that are certainly Orwellian.

What if your child's assessed worth doesn't meet anyone's projected goal? Proponents of
the Certificate of Initial Mastery (CIM) and the Certificate of Advanced Mastery (CAM) are, in
truth, fleshing out the skeleton of assigning a value to a person. Without the CIM/CAM in those
states adopting the concept, young persons will not be able to apply for a job, drive a car, or
do many other things which have never before been predicated on government's conferring a
value on a person's worth to society. The People's Republic of China, a Communist country,
uses "no conformity — no job" policies to enforce its "one child" policy.

Have we understood the direction of these changes? Is this constitutional or moral?

Assessing Human Value

The next piece to the puzzle of assessment fell into place when my suspicions were confirmed
that we really were assessing "value". The August 1993 issue of Visions, the newsletter of the
Education for Future Initiative sponsored by Pacific Telesis Foundation, was given out at a leg-
islative committee meeting as part of a packet of information on technology in the classroom
and school-to-work transition activities. The lead article was "Beyond the Bubble" with a blurb
reading: "Educators are finding that new ways of teaching require new forms of assessment."

On page three there was a column entitled "Authentic Definitions." Finally, I thought,
I have found an educational publication that will define this word and allay my fears. Sure

A-48

enough, there was the word:

Assessment — The act or result of judging the worth or value of something or someone.
[emphasis added]

The worth or value of something or someone?! This was confirmation that educational
testing had taken an extreme left turn. It was not comforting to realize that our children were
going to be assigned a value based on "acceptable performance behaviors in life-role applica-
tions" as proposed in Pacific Telesis Foundation's "Authentic Definitions."

Knowing that:

1. our children would be tracked and that extensively detailed files would be electronically
compiled and transmitted to select users;

2. information would include or be based on a value level assigned to them contingent
upon performance — as a child — of life role competencies;

3. value levels could reflect the scale of achievement outlined in the United States Labor
Department's 1993 Secretary's Commission on Achieving Necessary Skills (SCANS) publications
which encompasses personality traits and private preferences, and

4. the purpose of education had documentably been diverted into workforce training,
led me, ultimately, to the conclusion that indeed the future holds a less than bright prospect
for our young people. To be formally assigned a "worth" to society based on your ability as a
child to demonstrate that you can perform an "essential skill" should be a foreign concept in a
constitutional republic like the one in which we live — these United States of America.

An example of how these efforts at assessment have been perverted to the ends outlined
above is given in Crucial issues In Testing, edited by Ralph W. Tyler and Richard M. Wolf.
This book is one in a series prepared under the auspices of the National Society for the Study
of Education, which in 1974 included names like William Spady, John Goodlad, and Robert
Havighurst on its governing committee. On page 98, within an article by Carmen J. Finley (of
the American Institute for Research) is a section entitled "Defining Goals Versus Comparison
with an Average":

In the National Assessment program specific objectives or goals are defined and exercises
are written which determine how well these goals are being met. For example, in citizenship
a major objective is to "Support Rights and Freedoms of All Individuals." One specific way in
which a person might meet this goal is to defend the right of a person with very unpopular
views to express his opinion and support the right of "extreme" (political or religious) groups
to express their views in public.

One exercise which was written to try to tell whether or not this objective was being met is as
follows:

Below are three statements which make some people angry. Mark each statement as to
whether you think a person on radio or TV should or should not be allowed to make these
statements:

• Russia is better than the United States.

• Some races of people are better than others.

• It is not necessary to believe in God.

This is the goal-oriented approach. The objectives or goals represent a kind of standard

Appendix XI

A-49

which is considered desirable to achieve. The exercises, if they are good measures, tell to
what extent the goals are being achieved. This approach tells very specifically what a person
knows or can do.

I submit that the goals-oriented/performance-based/OBE assessment approach just outlined
tells more than what a child knows or can do. This approach very specifically reveals what a
child feels and believes. Remember that assessments measure predetermined outcomes. Those
outcomes represent the judged "worth" or "value" of your children and mine!

With the last election cycle, hope swept the country that since a conservative majority
had exerted itself, changes would be made. As a country we'd be snatched from the brink of
economic socialism and potential corporate fascism, and sanity would be restored to the halls
of government. Right?

When Right Is Left

It just happens that the October 1992 edition of Visions (Pac Telesis Foundation newsletter)
contained an article entitled "Why Technology?" It began

Alvin Toffler, the author of such influential books as Future Shock and The Third Wave,
has written that the spread of personal computers is the single most important change in the
field of knowledge since the invention of movable type in the 15th century. He goes on to state
that knowledge is the key to power in the 21st century — not mineral rights or military force.

This was the same publication that carried the definitive definition of assessment. And
wasn't this the same Alvin Toffler who wrote Creating a New American Civilization, which
heralds the coming "Third Wave" of global culture, published by the Progress and Freedom
Foundation and introduced at their "Cyberspace and the New American Dream" conference
in Atlanta last year?

Newt Gingrich, the new Speaker of the House, introduced Toffler as his longtime friend
and then sat quietly by to hear Toffler say that national sovereignty was a thing of the past and
that he was an avowed secularist. These are the stripes of our new "conservative" future?

At the same Cyberspace conference, an array of professionals from many areas of cultural
life paraded their contributions to leadership toward the much-touted "Third Wave". The spokes-
person for education in Progress and Freedom Foundation's lineup was — and still is — Lewis J.
Perelman, author of School's Out: A Radical New Formula for the Revitalization of America's
Educational System. Perelman advocates what he calls just-in-time learning, privatized public
schools, Total Quality applications, hyperlearning, and many other catchy concepts which are
now, of course, getting much attention in the policy debates.

It should be noted that in the preface to his book Perelman cites Wassily Leontief and B.F
Skinner among those from whom he particularly benefited during his years at Harvard in the
1970s. Most interesting, since Leontief is the acknowledged expert on management by objec-
tives (MBO) — the forerunner and companion to PPBS. And Skinner was the American father of
behavioral psychology and mastery learning/ operant conditioning — the foundation for OBE.

These relationships of Perelman's are important because he supplied the connecting piece
to complete the puzzle picture of our children's future. Perelman states on page 316 that

...Nostalgic mythology about "local control" should not mask the reality that the state
governments have the constitutional authority, call the shots, and pay most of the bill for

A-50

education. But government, local or otherwise, no longer needs to own and operate school
systems or academic institutions.

Taxing Human Worth

Now to the heart of Perelman's alternative proposal which forms the future of "conservative"
educational policy and expresses assessment's future use:

...One possibility would be a human capital tax [emphasis added]. The human capital
tax might be simply the same as a personal income tax, or might be calculated or ear-marked
in a more limited way. Technicalities aside, it's logical that if the government is going to help
fund investments in the development of the community's human capital, taking back a share
of the resulting gains is a good way to pay for it. In effect, each generation of beneficiaries
of such investment pays back some of the benefits it received to the next generation [value-
added tax, ed.]. (p. 317)

We should deal with parents who are starving their children's minds with the same legal
remedies we use to deal with parents who are starving their children's bodies. The media
through which a microchoice [voucher] system is provided will give public authorities more
accurate information on what individual families and kids are doing than is currently available,
making it easier to identify instances of negligence or misuse, [emphasis added] (p. 318)

. . . [T]here's no good reason why the learner should not be able to purchase services or products
from any provider — whether public or private, in-state or out-of-state, (p. 319)

A Value-Added Tax For Human Worth

There is the framework. A value-added tax process that will deduct from a services/education
super-voucher a tax for every level of achievement/skill a student achieves — true assessment.
Standards will be rigid and penalties for non-achievement will be enforceable against the student,
his parents, and providers of educational services in order to achieve a trained workforce.

The implications for families being disrupted by accusations and prosecutions for Perel-
man's implied abuse and neglect over "parental starving of children's minds" are startling in
their flagrancy.

An elaborate and accurate system will track families and students, leaving privacy and
confidentiality in the dust. The tax/voucher will follow the student across state and regional
boundaries, necessitating a reformulation of tax bases; this could even be extended to foreign
sources — facilitated by choice and charter school initiatives. (Remember Toffler asserts that
national sovereignty is, or will soon be, a thing of the past. And what about GATT's education
provision?)

The World Bank has just announced (Associated Press, The Des Moines Register, 9/15/95)
its new formula for estimating a nation's worth. Ismael Serageldin, World Bank Vice President
for Environmentally Sustainable Development, stated in Monitoring Environmental Progress:
A Report on Work in Progress that the system "for the first time folds a country's people and its
natural resources into its overall balance sheet." While the World Bank projects that its new
system of measuring wealth which "attempts to go beyond traditional gauges" and lists "Human
Resources: value represented by people's productive capacity" (e.g. education, nutrition) will
take years to perfect, I submit that our process of assessment is a giant step in that direction.

I am reminded that in May of 1984 the Washington Post published an article entitled "Indus-
trial Policy Urged for GOP." The Institute for Contemporary Studies, "founded by Edwin Meese,

Appendix XI

A-51

Caspar Weinberger, and other Reagan supporters," issued a report that advocated "Republicans
shed some of their deep-rooted antipathy to a planned economy. " All signals seem to point to
the fact that this has indeed happened.

Somewhere in all of this is lost the ability to communicate our culture in an organized way
and to teach basic skills that can be used whether cyberspace technology is available or not.
Didn't we used to call this "education"? Didn't we believe that our children had some choice
in their futures?

When is assessment really assessment! Ernest Boyer, former Director of the Office of Edu-
cation and Carnegie Foundation director, once said, "To be fully human one must serve." In
the future to be fully assessed may mean our children's worth as a servant of the state will be
"assigned a value for tax purposes"— assessment.

America, where are you?

Eph. 6:10-20

Appendix XII

Excerpts from "The National Alliance for Restructuring Education:
Schools — and Systems — for the 21st Century"

A Proposal to the New American Schools Development Corporation

by the

National Center on Education and the Economy
Attn.: Marc Tucker, President
39 State Street, Suite 500, Rochester (Monroe County), NY 14614
Phone: (716) 546-7620 and FAX: (716) 546-3145
and its Partners:

State of Arkansas
Apple Computer, Inc.
State of Kentucky

Center for the Study of Social Policy
State of New York

Commission on the Skills of the American

Workforce
Pittsburgh, PA

Harvard Project on Effective Services
Rochester, NY

Learning Research and Development Center at the

University of Pittsburgh
San Diego, CA
State of Vermont
National Alliance of Business
State of Washington

National Board for Professional Teaching Stan-
dards
White Plains, NY
New Standards Project
Xerox Corporation

Brandon is a small, rural village in the Green Mountains an hour south of Burlington
on Vermont Highway 7. The people here are poor, and the ugly white-brick two-story building
looks more like a weather-beaten industrial plant than a school. But, on the inside, Otter Valley
Union High School has become a high output academic setting that produces the state's debate
champions, its own literary magazine and a choir that performed Mozart at Carnegie Hall.

Bucking bureaucratic rules and winning state waivers from regulations, the faculty at
Otter Valley restructured their school over the past six years. They worked with the community

A-52

Appendix XII

A-53

to set ambitious goals. They created interdisciplinary teams of teachers to improve instruction.
They moved to cooperative learning and heterogeneous grouping. A rotating troika of teach-
ers assumed the role of principal. They started "measuring" [emphasis in original] learning
through portfolios of the students' work in math, English, social studies and science. They
fought for time and money to get the training for themselves that allowed this transformation.
The students responded, (p. 2)

Now, imagine for the moment where we might be if states and districts routinely [empha-
sis in original] gave birth to schools like Otter Valley in Vermont. Imagine systems that provide
assistance and encouragement to schools to "break the mold" instead of inflexible rules that
only harden it. (p. 3)

Our object is to make schools like Otter Valley. . . the norm everywhere. By 1995 we plan
to have 243 schools in seven states — enrolling a student body representative of the American
people — cast in molds they set themselves and performing as well as any in the world. These
schools will be the vanguard of a far larger number in many more states that will meet the
same standard in five years.

Reaching this goal will require a transformation in virtually every important aspect of the
American system of education, features that have remained essentially unchanged for nearly
70 years, from graduation standards to incentives that motivate students, from curriculum to
budgeting, from assessment systems to teaching careers, (page 4)

Promoting and — especially — sustaining these changes in the schools will require comple-
mentary and equally radical changes in the organization of school districts and the structure
and administration of education policy at the state level. It will also require thoughtful and
sustained communication with the citizens of these states to build the public consensus
needed to support those revolutionary changes. Designing and implementing this kind of
fundamental transformation not just in a few schools, but in schools, districts and states in
many parts of the country at once is an unprecedented undertaking. Pulling it off will require
the coordinated action of hundreds of the most talented, committed educators and specialists
from many walks of American life beyond education. The National Alliance for Restructuring
has assembled such a team and has devised a plan that will enable us to work together to
get the job done. The states and districts that are our Partners are utterly committed to this
transformation, (p. 4)

Under "America's Schools and Systems: Cast in a 1920's Mold," the report says:

"Breaking the mold" means breaking this system, root and branch, (p. 6)
The first design task, then, is to define what outcomes are wanted and create quality
measures of progress toward those outcomes.

All the states and districts in our consortium are members of the New Standards Project,
which is itself a Partner in our consortium. We are committed to developing standards and
developing an examination system in all the content areas covered by Goals 3 and 4 of the
National Education Goals as well as work skills at the 4th, 8th and 10th grade levels. It will
set a world-class standard of performance for all students, though we plan to accommodate
many different examinations. These exams will emphasize the ability to think well, demon-
strate an understanding of subjects studied and apply what one knows to the kind of complex
problems encountered in real life. (pp. 8-9)

The New Standards Project is developing a mastery-based examination with known
standards .... The New Standards Project's examination system will employ advanced forms of

A-54

performance examinations as well as assessments of the quality of students' work as revealed
through portfolios, exhibitions and projects. But this is not our only resource for this proposal.
Many of the states and districts in our consortium are themselves leaders in the national move-
ment to create high standards and new forms of student performance assessment. Vermont, for
example, is pioneering the development of portfolio assessment. Pittsburgh developed one of
the first and widely admired systems for assessing higher order thinking skills. And Kentucky
is investing $29 million in the development of a whole new system of student performance
assessment that will advance the state of the art.

The approach we plan to use for assessment will provide a powerful tool for this purpose.
At its heart is the idea of setting tasks for students to do. It is the performance of students on
these tasks that will be assessed by the system. To a significant extent, the tasks, by defining
students' work, will define their curriculum, (p. 9-10)

Along with the Alliance states and school districts, it is committed to developing...
outcome standards that will enable our Partners to create performance-oriented systems for
the delivery of health and human services that will parallel what we propose for schools, (p.
14)

Changing the district and state systems from rule-driven, input-oriented systems to
output-driven, performance-oriented systems will be as hard to achieve as the changes we
described for schools and just as necessary. It is one of the most difficult design challenges we
face.... We believe that, at its core, this is best thought of as a problem in the design of a very
large staff development effort, an effort to enable thousands of people to develop the skills,
attitudes and values to transform schools and communities all over the United States.... For
years, most staff development has been based on learning from theory that is divorced from
practice. We envision learning by participation in a community of practitioners, a community
that includes people at every level of mastery.

How can we create such a system for the teachers and others in our sites? In the classic
model of learning through practice, the newcomer joins the work environment of a master,
learning by participating in all of the activities of that environment. This works when newcom-
ers are to be socialized into established and well-functioning communities of practice. But our
problem is how simultaneously to create a new system and socialize educators to function
within it. There are few, if any, schools that are already effectively carrying out an integrated
program of transformed learning and teaching meeting world-class standards, joined with a
social service program and engaging parents and the community in the process. Neverthe-
less, we believe it is possible to design a continuing professional development program that
includes the essential elements. There are five such elements:

• Observation and modeling . Newcomers spend a significant amount of time observing
mentors at work. From this observation, they learned to discriminate good from poor
practice and acceptable from unacceptable outcomes. Observation is not haphazard.
It is mediated by conversations in which critical features of the work are pointed out
and processes are analyzed. Our development program must provide opportunities
for this kind of supported observation and analysis of the work of "masters."

• Active practice . This is the heart of it; those who are developing their skills work
at the job they are learning, rather than learning about the job. Either in their own
schools or in those in which their mentors teach, teachers will actively practice the
new kinds of teaching for which we aim.

• Scaffolding . But by definition, they don't yet know how to do these tasks — they are
still learning. How can they manage this practice then? The answer is scaffolding.

Appendix XII

A-

They learn by working side-by-side with an expert. But beginners can also scaffold
one another by sharing a difficult task that neither might be able to do alone. Within
our professional development design, we will need to provide scaffolding for our
teachers' early efforts in new forms of teaching, either from expert teachers or from
others going through the same skill development process.

• Coaching . Success also depends on the availability of coaching by a supportive expert
who observes and comments on the learner's efforts. Coaching is not a one-time affair,
but continuous, spread out over the many months or years that it takes to become a
full-fledged expert. We will have to provide for extended coaching for our teachers,
both in the sites in which they are interning, which we call master sites, and in their
own schools.

• Guided Reflection . We will need to provide for reflection by those developing their
skills. Just practicing the new forms of teaching, just doing it, even well, will not pre-
pare teachers for the flexibility that will be necessary as they continue working over
the years with new groups of students, with new aspects of curriculum. Successful
teaching must be a reflective practice, one in which individuals are continually con-
sidering, evaluating and improving on their own work. This capacity and disposition
needs to be cultivated during the development period, and supported indefinitely. It
is not just a matter of time for reflection — although that is crucial — but also a com-
munity of others to engage with in a reflective process, (page 22-23)

Our design problem is to build a development program that will contain each of the
above elements within the constraints of a situation in which the teachers engaging in this
development process remain part of a team responsible for educating children at their home
school. Furthermore, we must find a way to quickly scale up the number of schools and
teachers participating.

What are our resources? Fundamentally, people, school practice environments, informa-
tion and educational materials, time and communication resources.

People: We need master practitioners, teachers already teaching well in the new ways
we are hoping will spread through our system. We need expert consultants who can connect
our teachers to the best research and other knowledge about instruction and learning. We
need people who can function as on-site coaches — who are master practitioners of teaching,
but who have enough freedom from daily teaching responsibility that they can travel to the
schools in which our teacher-apprentices are working to observe, support and critique.

At the outset, we are, by definition, short on master practitioners. But there are teach-
ers, both within our Partner sites and elsewhere, who are doing superb work on some part
of the curriculum. Our plan draws in some of these people as master practitioners. Working
through Learning Research Development Center [Pittsburgh, ed.], we will be able to put our
school professionals in touch with the best research knowledge in the world on questions of
curriculum and instruction.

In our projected cascade design, described below, teachers and other practitioners who
become experts will serve in subsequent years as master practitioners. A system of certifica-
tion for master practitioners will be designed to insure against the loss of fidelity that char-
acteristically plagues cascade designs. It will also serve as an incentive (through recognition
and, possibly, additional pay) for the extra work that teachers will need to become master
practitioners. We will work with the National Board for Professional Teaching Standards on
designing this certification process, (pp. 21-24)

How We Plan to Do It

...Getting there will require more than new policies and different practices. It will require a

A-56

change in the prevailing culture — the attitudes, values, norms and accepted ways of doing
things — that defines the environment that determines whether individual schools succeed
or fail in the transformation process. We will know that we have succeeded when there are
enough transformed schools in any one area, and enough districts designed and managed to
support such schools, that their approach to education sets the norms, frames the attitudes
and defines the accepted ways of doing things in that part of the world. Then there will be
no turning back. (p. 33)

Bear in mind that we have selected our site Partners because their restructuring plans
are already among the most advanced in the country. Each of the states in which we will
initially concentrate — Vermont, New York and Kentucky — have developed sweeping strategic
plans of action, (p. 36)

Hornbeck, Tucker, Cohen and Gloria Frazier will visit all of the sites at least once a
month, providing support and technical assistance, (p. 43)

[Ed. Note: To date there have been no reports from states, cities, schools or school districts
listed as "Partners" which show academic improvement as a result of their involvement in
Marc Tucker's project. Rochester, NY in particular, was a disaster case, with a National Public
Broadcasting System report in mid-April of 1993 "accusing the city school district of flunking
the once-heralded movement to reform its schools." Vermont's efforts have proven to be less
than successful and Kentucky's system of student performance assessment had to be scrapped
after enormous controversy over faulty development by the designers.]

Appendix XIII

"Psychology's Best Kept Secrets"

"Psychology's Best Kept Secrets," the entire Chapter 9 from The Whole Language OBE Fraud,
by Samuel Blumenfeld (Paradigm Company: Boise, ID, 1996) pp. 77-89, is reproduced here.

It is more than a little curious that in a nation where so much research has been done by
psychologists on the nature of human cognition — how children learn — that these same psy-
chologists have shown virtually no interest in the greatest learning problem plaguing American
education: the teaching of reading. It is true that there is much interest in diagnosing reading
disability and exploring "dyslexia," but no interest in the instructional cause of reading disability,
despite the fact that Dr. Samuel T. Orton first drew attention to the problem back in 1929.

Which brings us to the Center for Cognitive Studies where Frank Smith allegedly absorbed
the wisdom of Noam Chomsky et al. The chief architect of the Center was Jerome Bruner who
tells us in his autobiography, In Search of Mind, that cognitive psychology was born in 1956 at
a symposium on the cognitive sciences held at the Massachusetts Institute of Technology. Two
of the key persons who participated in that symposium were Harvard behavioral psychologist
George Miller and linguist Noam Chomsky.

It was that symposium that convinced Miller to leave B.F. Skinner's behaviorist camp at
Harvard and join Jerome Bruner in developing cognitive psychology. Miller writes:

I went away from the Symposium with a strong conviction, more imitative than rational,
that experimental psychology, theoretical linguistics, and the computer simulation of cognitive
processes were all pieces from a larger whole, and that the future would see a progressive
elaboration and coordination of their shared concerns. (Bruner, p. 122)

Three years later, in 1959, Chomsky was to give the coup de grace to the behaviorist theory
about language by a devastating review of B.F. Skinner's book, Verbal Behavior (1957). Skin-
ner had sought to explain language development in humans as a form of conditioned stimu-
lus-response behavior similar to the way that animals in psych labs could be trained through

A-57

A-58

conditioning techniques. Pavlov's famous experiments on dogs in Russia were the best known
example of such experiments, the results of which were to permit psychologists to devise tech-
niques that could be applied in changing and molding human behavior.
J.B. Watson, the father of American behaviorism, had written in 1924:

Behaviorism... holds that the subject matter of human psychology is the behavior of
the human being. Behaviorism claims that consciousness is neither a definite nor a usable
concept.... (p. 2)

The behaviorist asks: Why don't we make what we can observe the real field of psychol-
ogy? Let us limit ourselves to things that can be observed and formulate laws concerning only
those things. Now what can we observe? We can observe behavior — what the organism does
or says. And let us point out at once that saying is doing— that is, behaving, (p. 6)

Chomsky demonstrated that the behaviorists' attempts to explain language in the limited
terms of stimulus-response behavior were fundamentally flawed. He argued that "our inter-
pretation of the world is based on representational systems that derive from the structure of
the mind itself and do not mirror in any direct way the form of the external world." In other
words, the human child is born with a brain that already contains certain innate knowledge
that permits the child to learn language rapidly, without direct instruction from anyone. But the
mystery is that the structure of the mind does indeed mirror the form of the external world, for
function of language is to name the external world. The child's ability to master the phonologi-
cal structure of the language, the abstractions of sound symbols, as well as syntax so rapidly
and effortlessly suggested to Chomsky that man's genetic makeup provided him with a highly
developed language capability.

What is ironic in all of this is that despite the fact that Chomsky is a radical socialist and
believes in evolution, his views about innate knowledge are quite compatible with and even
strongly confirms the Biblical view of man being created with the ability to use language. God
gave Adam the ability to speak because He wanted Adam to be able to converse with Him. In
other words, Adam was given the power of the word for the specific purpose of being able to
know God. The second purpose of language was to enable Adam to know the world for God
gave Adam the task of establishing dominion over all living creatures, which meant naming
them and classifying them. In other words, God made Adam an observer, a scientist. After the
creation of Eve, the third function of language became apparent: to know others. And since
language is the tool of thought, the fourth function of language was to be able to think and
thereby know oneself.

In 1960 Miller and Bruner got an unrestricted grant of a quarter-million dollars from the
Carnegie Corporation of New York to set up their Center for Cognitive Studies at Harvard. Miller
brought ideas about communication theory, computation, and linguistics to the Center whereas
Bruner brought ideas about social psychology, developmental psychology, and anthropology to
the mix. It was obvious that the new interest in the mind had been spurred by the new com-
puter technology. For, as Bruner writes, "You cannot properly conceive of managing a complex
world of information without a workable concept of mind. " The result is that the Center brought
together the ideas and theories of scholars and scientists working in many associated fields and
drew graduate students from M.I.T., Harvard, and elsewhere.

Bruner concentrated on early childhood mental development which brought him into
contact with the work of the Swiss psychologist Jean Piaget whose pioneering work in the field

Appendix XIII

A-59

had contributed greatly to an understanding of how the child's mind grows. Piaget saw the
child as an egocentric individual, gradually modifying his egocentrism as he adapted himself
to the reality of others.

But Bruner, a socialist, was not entirely satisfied with the Piagetian view which seemed
to favor the development of individualism. "Piaget's children," writes Bruner, "are little intel-
lectuals, detached from the hurly-burly of the human condition. " He was far more attracted to
the work of Lev Semyonovich Vygotsky (1896-1934), the Soviet cognitive psychologist. Bruner
writes:

Vygotsky's world was an utterly different place, almost the world of a great Russian
novel.... Growing up in it is full of achieving consciousness and voluntary control, of learning
to speak and then finding out what it means, of clumsily taking over the forms and tools of
the culture and learning how to use them appropriately.... (p. 138)

Vygotsky published little and virtually nothing that appeared in English before 1960;
indeed, until the late 1950s, most of what he wrote in Russian was suppressed and had been
banned after the 1936 purge. Sickly and brilliant, he died of tuberculosis in his thirties.... He
was a Russian and a Jew, deeply interested in the arts and in language.... His objective was
to explore how human society provided instruments to empower the individual mind. He
was a serious intellectual Marxist, when Marxism was a starchy and dogmatic subject. This
was his undoing at the time of the Stalinist purges.... Though I knew Piaget and never knew
Vygotsky, I feel I know Vygotsky better as a person, (p. 137)

The man who introduced Bruner to Vygotsky was Alexander Luria, the Soviet psychologist
whose book, The Nature of Human Conflicts, had been translated into English and published
in the United States in 1932. Luria wrote in his preface:

The researches described here are the results of the experimental psychological investiga-
tions carried on at the State Institute of Experimental Psychology, Moscow, during the period
of 1923-1930. The chief problems of the author were an objective and materialistic descrip-
tion of the mechanisms lying at the basis of the disorganisation of human behaviour and an
experimental approach to the laws of its regulation.... To accomplish this it was necessary
to create artificially affects and models of experimental neuroses which made possible an
analysis of the laws lying at the basis of the disintegration of behavior, (p. xi)

Pavlov himself, Luria's mentor, had proudly summed up the results of his famous experi-
ments in a book, Twenty Years of Objective Study, published in 1935. These experiments on
animals had enormous implications for experiments on human beings. Pavlov wrote:

The power of our knowledge over the nervous system will, of course, appear to much
greater advantage if we learn not only to injure the nervous system but also to restore it at will.
It will then have been really proved that we have mastered the processes and are controlling
them. Indeed, this is so. In many cases we are not only causing disease, but are eliminating
it with great exactitude, one might say, to order, (p. 690)

Thus, Pavlov had already done considerable experimentation on the causes of behavioral
disorganization. Luria writes (p. 2):

Pavlov obtained very definite affective "breaks," an acute disorganisation of behaviour,

A-60

each time that the conditioned reflexes collided, when the animal was unable to react to two
mutually exclusive tendencies, or was incapable of adequately responding to any imperative
problem.

Apparently, there were many psychologists at that time working on the same problem.
Luria writes [p[p]. 206-207):

We are not the first of those who have artificially created disorganisation of human
behaviour. A large number of facts pertaining to this problem has been contributed by con-
temporary physiologists, as well as by psychologists.

LP. Pavlov was the first investigator who, with the help of exceedingly bold workers,
succeeded experimentally in creating neuroses with experimental animals. Working with
conditioned reflexes in dogs, Pavlov came to the conclusion that every time an elaborated
reflex came into conflict with the unconditional reflex, the behavior of the dog markedly
changed....

Although, in the experiments with the collision of the conditioned reflexes in animals,
it is fairly easy to obtain acute forms of artificial affect, it is much more difficult to get those
results in human experiments....

K. Lewin, in our opinion, has been one of the most prominent psychologists to elucidate
this question of the artificial production of affect and of the experimental disorganisation of
behaviour. The method of his procedure — the introduction of an emotional setting into the
experience of a human, the interest of the subject in the experiment — helped him to obtain an
artificial disruption of the affect of considerable strength.... Here the fundamental conception
of Lewin is very close to ours.

Who was K. Lewin? Why he was the very same Kurt Lewin who came to the United States
in 1933, founded the Research Center for Group Dynamics at M.I.T. (which later moved to the
University of Michigan), and invented "sensitivity training." Shortly before his death in 1947,
Lewin founded the National Training Laboratory which established its campus at Bethel, Maine,
under the sponsorship of the National Education Association. Their teachers were instructed in
the techniques of sensitivity training and how to become effective change agents.

After Lewin's death, his colleagues continued to develop his sensitivity-training sessions
which became known as t-groups (t for training) . The t-group became the basis of the encounter
movement in which participants get in touch with their feelings.

Carl Rogers, one of the chief practitioners of the t-group, considered sensitivity training
to be "perhaps the most significant social invention of this century." All of this spurred the
development of humanist "Third Force" psychology by Rogers, Abraham Maslow and others,
which has had an enormous influence on the affective curriculum of public education.

Lewin had started his career as a social psychologist in Berlin where he organized a "col-
lective" in which he and his students pursued the experiments which Luria later recognized as
highly effective. Some of Lewin's students were Russians who studied under him in the early
1920s and returned to the Soviet Union to teach and continue their research at the University
of Moscow. In 1929 Lewin attended the Ninth International Congress of Psychologists at Yale
where, according to Harvard psychologist Gordon Allport, his work "was decisive in forcing
some American psychologists to revise their own theories of the nature of intelligent behavior
and of learning."

Appendix XIII

A-61

In 1932, Lewis M. Terman, head of the psychology department at Stanford, invited Lewin
to spend six months as a visiting professor at Stanford. Lewin had been recommended by
Edwin G. Boring, director of the Psych Lab at Harvard, who had been greatly impressed with
Lewin at the Yale conference. After the stint at Stanford, Lewin decided to return to Germany
via the Pacific and the Trans-Siberian railroad. In Moscow he was able to confer with his fellow
psychologists, including Luria. Hitler had just come to power in Germany, and in August 1933,
Lewin left Germany for good.

The importance of Lewin in this story is that he represented the collectivist mentality in the
psychological community which had its own socio-political agenda. Certainly, the psychologists
who were experimenting with artificially induced behavioral disorganization in their laboratories
in Germany, the Soviet Union, and the United States had a reason for their experiments. And
Lewin was considered highly skilled in such experiments with human beings which greatly
interested American psychologists. Lewin's biographer, Alfred J. Marrow, writes:

Students of progressive education also saw the need for studies of group behavior. This
was stimulated by the educational philosophy of John Dewey. To carry out Dewey's theory
of "learning by doing," teachers organized such group projects as student self-government
and hobby-club activities. This called for the development of leadership skills and collective
setting of group goals.... Lewin's pioneering research in group behavior thus drew upon the
experience of educators in deciding upon and developing topics for research and in establish-
ing a strong interest among social psychologists and teachers, (p. 167)

One of Lewin's most significant experiments was aimed at determining the behavioral
effects of frustration on children and how these effects are produced. Marrow writes:

The experiment indicated that in frustration the children tended to regress to a surpris-
ing degree. They tended to become babyish. Intellectually, children of four-and-a-half years
tended toward the behavior of a three-year-old. The degree of intellectual regression varied
directly with the strength of the frustration. Change in emotional behavior was also recorded.
There was less smiling and singing and more thumbsucking, noisiness, and restless actions.
Aggressiveness also increased and some children went so far as to hit, kick, and break objects.
There was a 30 per cent rise in the number of hostile actions toward the experimenter and a
34 per cent decrease in friendly approaches....

The authors summarized their main findings as follows: "Frustration as it operated in
these experiments resulted in an average regression in the level of intellectual functioning, in
increased unhappiness, restlessness, and destructiveness, in increased ultra-group unity, and
in increased out-group aggression. The amounts of increase in negative emotionality were
positively related to strength of frustration." (p. 122)

In other words, Lewin and his colleagues had proven beyond a shadow of a doubt that
frustration could cause the same symptoms of behavioral disorganization in children that Pavlov,
Luria and associates had produced in their laboratories with animals. On the matter of teaching
reading, Lewin favored the look-say, whole- word method. Marrow writes:

Lewin's students had unusually wide latitude in choosing their particular field of study.
Sara Forrer, for example, decided to investigate Ovid Decroly's method of teaching retarded
children to read.... The Belgian teacher had postulated that children retain sentences more

A-62

easily than single words and words more easily than single letters. Lewin stated, in referring
to Forrer's experiment, that "the findings confirm the marked advantage of the 'global' method
of reading and writing. To a child taking no joy in learning to write an alphabet, a change of
valence (attractiveness) occurs more quickly when he is allowed as soon as possible to write
meaningful communications in sentence form." (p. 258)

What is interesting in all of this is that Clara Schmitt in 1914 (see chap. 12) had shown
in her analysis of the errors made by mentally defective and normal children that the mentally
defective had problems learning to read phonetically. And even when they were taught to read
phonetically, they made the kinds of errors that normal children make when taught to read by
the look-say method. Decroly was obviously confirming that the "global," or whole language
method, was easier for retarded children than the more abstract alphabetic system. But to
assume that the global (i.e., whole language) method was also better for normal children was
either a serious error on Lewin's part, or a deliberate effort to promote look-say. He must have
known that the Central Committee of the Communist Party in the Soviet Union had rejected the
whole-word method in 1933 mainly through the work of his colleagues, Luria and Vygotsky.

Lewin obviously believed in the Marxist doctrine that the end justifies the means. In his
book, Resolving Social Conflicts, published in 1948, he wrote:

In regard to a change toward democracy this paradox of democratic leadership is still
more pointed. In an experimental change, for instance, from individualistic freedom (laissez
faire) to democracy, the incoming democratic leader could not tell the group members exactly
what they should do because that would lead to autocracy. Still some manipulations of the
situation have to be made to lead the group into the direction of democracy....

To investigate change toward democracy a situation has to be created for a certain
period where the leader is sufficiently in control to rule out influence he does not want and
to manipulate the situation to a sufficient degree. The goal of the democratic leader in this
transition period will have to be the same as that of any good teacher, namely, to make himself
superfluous, to be replaced by indigenous leaders from the group, (p. 39)

In other words, during the transition period from individualism to "democracy" (i.e., col-
lectivism) the end can justify the means, because the "end" is the greater good. The look-say
method may be needed during the transition period in order to make Americans less literate
and thereby less independent as individuals. This would indeed be a necessary strategy for
moving the nation toward a socialist, collectivist society. And, of course, it was in keeping with
Dewey's own views on reading instruction given in his essay, "The Primary School Fetich,"
published in 1898.

Vygotsky died in 1934 and Lewin died in 1947, but Luria, who knew them both, continued
his work. During World War II he did painstaking research on brain-injured people, discover-
ing many facets of how the brain works. He had worked closely with Vygotsky from 1924 to
1934, the period in which they had worked on early childhood development and the artificial
means of creating behavioral disorganization. During that period Vygotsky also worked on the
problems of Soviet education, applying psychology to the problems of massive illiteracy which,
according to James Wertsch, "has been almost completely overcome today."

How were the Soviets able to achieve this? By using an alphabetic-phonics method of
teaching reading!

Appendix XIII

A-63

The Bruner-Luria connection was a very close one. Bruner attended psychological confer-
ences in Moscow, and, in 1960, Luria visited the Center for Cognitive Studies. Bruner writes:

Luria and I became fast friends almost immediately. We were compatible temperamen-
tally and very much in agreement about psychological matters.... (p. 145)

In the fifteen or so years that I knew him well, I do not think that two months ever went
by without a letter from him, a new book or translation of his.... He was the czar of Russian
psychology, but a more benign czar would be hard to imagine! (p. 144)

Why were they so compatible? Well, as a student Bruner not only sympathized with com-
munism, but in his senior year at Duke, he became a member of the Communist Party. He
writes:

That last year at Duke was 1938, the bitter winding down of the Spanish Civil War. My
roommate, Irv Dunston, and I were invited to become members of a Marxist "study group"
held at the home of a gifted young mathematics professor. Each week we would prepare by
reading something of Marx or Lenin. I liked the slogans — that production was for use not
for profit, to each according to his effort, and so on — but the turgid arguments of Marxist
"thinkers" repelled me....

My fondness for the slogans must have been enough, for we were asked eventually to
join a "cell" of the Communist Party in Durham, "with real working-class people." After a
late-into-the-night discussion, we decided that this was our duty....

The cell meetings, in that dingy apartment near the railroad station in Durham, were
the intrinsic, the conspiratorial appeal — our code names included.... My "duties" were to
take an active part on campus in the American Student Union, to put the "right" candidates
into office....

The year ended; I departed Durham. I never even had to resign from the Party. I was
given no names or contacts, but told simply that I would soon know who and how. I guess
I didn't make it. (pp. 29-30)

Thus ended Bruner's formal relationship with the Communist Party But nowhere in his
autobiography does Bruner indicate any loss of belief in socialism or Marxism. The fact that
he felt so compatible with Luria and preferred Vygotsky to Piaget would lead one to believe
that Bruner has remained sympathetic to communism throughout his professional life. He and
his fellow psychologists thought nothing of attending psychological conferences in Moscow
during the height of the Cold War while American soldiers were dying in Vietnam fighting
communism.

On matters of education, Bruner was instrumental in creating in 1965 the famous — or
infamous, depending on your point of view — social studies curriculum for ten-year-olds, Man:
A Course of Study, better known as MACOS. Bruner writes:

[A]fter a year or two of very favorable notices... and widespread adoptions, the course
came under attack from the extreme right-wing John Birch [Society] in league with newly
emerging "creationists," opposed to the teaching of evolution. Between them they mounted
the now familiar right-wing harassment of any school district proposing to use the course....

A-64

Governor Reagan of California, whose state sheltered the core of the John Birch, came out
squarely against the course.... And so symbolic had the course become for the extreme Right
that they managed to pass on their "literature" about it to a right-wing group in Australia,
then in opposition to the widespread adoption of the course there, (p. 194)

One would have to conclude from the above that the Center for Cognitive Studies was not
exactly a hotbed of conservative, anti-communist thinking. And it is interesting to note that
when Frank Smith left the Center with his newly acquired Ph.D., he embarked on his career
as a phonics-basher par excellence and was soon catapulted into the position of "expert" on
reading and literacy by the look-say establishment.

Appendix XIV

Alert on National Education Goals Panel Community Action Tool Kit

October 6, 1994

TO: Concerned Citizens

FROM: Charlotte Iserbyt, Former Senior Policy Advisor,

U.S. Department of Education, Office of Educational Research

and Improvement, from which all components of educational

restructuring (OBE/ML/Goals 2000) emanated.

SUBJECT: National Education Goals Panel Community Action Tool Kit;

Do-It-Yourself Kit for Education Renewal, Community

Organizing Guide, September 1994. ACTION ALERT.

Order the above-mentioned materials from the Government Printing Office, 202-512-1800.
The Stock No. for ordering is 065-000-00680-4. The price is $37. It is important to confront
your elected officials IMMEDIATELY with the proof before educators receive project and move
ahead with it in your community.

Concerned parents, teachers, plain taxpayers, etc. are fortunate that we were able to obtain
a copy of these incredible materials which in a nutshell spell out clearly how to manipulate all
segments of the community into accepting/supporting GOALS 2000 (the restructuring of our
schools, i.e., "nation," according to a speech delivered by Shirley McCune of the Midcontinent
Regional Education Laboratory at the Governor's Conference, Wichita, Kansas, 1989). Explicit
strategies are presented in manipulation of the community into accepting theoretical, unproven
curricula. The guide provides clear and ample direction to censure dissenting voices critical of
the restructuring. These directions include deliberately misleading of the media, formulation
of core groups to isolate and stifle dissenters, contrived data collection among other offensive
activities. The aim is not to reach consensus but to obfuscate the real issues in order to push
forward a one-sided agenda. A most disturbing reference is made toward controlling by name
a particular religious group.

For years education researchers have referred to the change agents' bible: The Change

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Agents' Guide to Innovation in Education by Ronald G. Havelock, Program Director, Center
for Research on Utilization of Scientific Knowledge, Institute for Social Research, University
of Michigan, portions of which were originally developed as part of Contract No. OEC-0-8-
080603-4535(010) with the Office of Education, U.S. Department of Health, Education, and
Welfare, under the title "Diffusion of Utilization Research to Knowledge Linkers in Education."
The copyright is 1973 (Educational Technology Publications, Inc.: Englewood Cliffs, NJ), LC
72-87317. The Guide contains authentic case studies of how change agents manipulate their
communities into accepting controversial curricula, methods, etc. Some freedom-loving education
researchers have taken the course on how to bring about change and how to "identify resisters,"
etc. (themselves!). Ronald Havelock has strong connections to UNESCO (United Nations).

That the National Goals Panel, which includes elected officials (governors, legislators, etc.),
could condone the use of manipulative change agent tactics (the above described National Goals
Panel Community Action Kit reads like Ronald Havelock was the Project Director) is difficult
to fathom. Do they know what is in this Kit? Do they feel that the restructuring of our nation a
la Shirley McCune and Naisbett, i.e., the changing of our political/economic system from free
enterprise/capitalist to corporate fascist/planned economy (merger of public and private sector)
and from a constitutional representative republic to a participatory democracy (for proof see
federally-funded education restructuring projects implemented in many states during past ten
years) is so important that totalitarian methods must be used to reach consensus and approval?
Don't citizens have the right to make such important decisions related to the future of their
children and nation at the ballot box, rather than having themselves subjected to a tax-funded
manipulative brainwash in order to come to phony consensus?

Opposition to OBE, Goals 2000 has been so intensive and effective that the education
bureaucracy, in collusion with multinational corporations, has openly sunk to this incredibly
totalitarian level in order to get acceptance at the local level of its international socialist lifelong
dumbdown education/job training agenda.

The Do-It-Yourself Kit for Education Renewal consists of four parts: (1) "Community
Organizing Guide"— 57 pages; (2) "Guide to Getting Out Your Message" [better titled "How to
Manipulate the Media and the Taxpayers," ed.]— 74 pages; (3) "Resource Guide"— 66 pages;
and (4) "Guide to Goals and Standards"— 38 pages.

CALL NATIONAL GOALS PANEL AT 202-632-0952 TO REGISTER YOUR CONCERN
OVER THE CONTENTS/METHODS RECOMMENDED IN THE PANEL'S COMMUNITY ACTION
TOOLKIT. TELL THEM YOU WILL ASK YOUR ELECTED REPRESENTATIVES TO CALL FOR
AN INVESTIGATION OF THE U.S. DEPARTMENT OF EDUCATION'S ACTIVITIES WHICH ARE
WORKING AGAINST THE BEST INTERESTS OF AMERICAN CITIZENS, USING PSYCHOLOGI-
CAL MANIPULATION (DELPHI TECHNIQUE, GROUP PROCESS BRAINWASH METHODS, ETC.)
TO GET COMMUNITY APPROVAL OF GOALS 2000. ASK THEM TO STOP DISTRIBUTION OF
THE ACTION TOOL KIT UNTIL CONGRESS HAS HAD AN OPPORTUNITY TO EXAMINE ITS
CONTENTS. ASK FOR A WRITTEN RESPONSE TO YOUR CONCERNS. CALL OR WRITE YOUR
ELECTED OFFICIALS REQUESTING A CONGRESSIONAL INVESTIGATION OF THE GOAL
PANEL'S TOOLKIT DEVELOPED WITH YOUR TAX MONIES.

Excerpts (verbatim quotes from the Tool Kit) follow:

...Step 3: Describe Allies and Opponents; Identify Change Agents....

Step 1: Identify a Leadership Team. This section provides suggestions on how to find

Appendix XIV

A-67

the leaders in your community. It also includes a checklist of likely candidates — partners for
your effort.

Troubleshooting. Even as you are expanding the base of support, it will be important to be
aware of the opposition. Keep an eye out for your opponents, respect their opinions, and try
to explain yours. Understand the process of inclusion.

Step 1: Identify a Leadership Team. The people who lead the community campaign to
reform education will give it inspiration, drive, and momentum. They will set the groundwork
for a long-term reform strategy. This is a task that requires numbers of committed people,
but it must start with a core team.... There are likely candidates for leadership... members
of PTA, president of Chamber of Commerce, president of local teachers' union, members of
social action committee of a local church or synagogue.

Step 2: Develop a Common Vision. "It takes a whole village to educate a child"; assess-
ing current strengths and weaknesses and building a strong accountability system to regularly
measure and report on progress towards the goals over time; identifying the barriers to and
opportunities for goal attainment in many systems that support teaching and learning; creat-
ing and mounting strategies to overcome barriers....

Objectives: Schools... in implementing comprehensive parent involvement programs, will
offer more adult literacy, parent training and lifelong learning opportunities to improve the
ties between home and school and enhance parents' work and home lives....

Holding Community Meetings. Identifying Participants: It may be useful to invite leaders
from key organizations to act as spokespersons or to lead small discussion groups.... Have a
designated number of people personally responsible for bringing others to the meeting....

Developing an Agenda: The agenda for your community goals meeting should be constructed
in a way that galvanizes support for your mission and refines it where necessary. Make sure
to involve the core group of leaders in developing the agenda....

Choosing a Facilitator: An organized discussion about education reform will not happen
spontaneously. It will be necessary to have a facilitator to help direct discussion around the
issues related to the goals and the ways they apply to the community. The facilitator will
need to encourage audience participation. He or she will need to ensure that no single person
monopolizes the discussion and that shy people are encouraged to speak. The facilitator will
bring discussions to a close and guide the audience to decisions about actions that need to
be taken....

Community Review of Goals in Small Groups. The group will divide into smaller sec-
tions — one for each of the goals identified in the previous discussion. It may be helpful to
appoint leaders for each small group. The groups should reflect diversity. They should make
any necessary revisions in the goal and then brainstorm about how the community can
accomplish the needs identified in each goal. Emerging from the group sessions will be the
beginnings of a community action plan and the methods for measuring progress toward the
community education goals....

• Case Study of Allegheny Policy Council. Participants were asked for input which
would lead directly to a regional plan for focusing our resources to improve math and
science. The resulting plan will guide regional action. It will be used to indicate regional
consensus to secure national funding and to guide local allocation of resources....

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Conducting Surveys. In addition, the findings of a survey can help formulate and bolster
positions of the campaign....

Develop a Useful Questionnaire. Biased wording also invalidates results, so emotionally
loaded or slanted questions should be strictly avoided. It may be difficult to ask neutral ques-
tions — especially when you have strong feelings on the topic — but that is the only way to get
valid information. . . .

CASE STUDY: Omaha 2000.

Initiatives were so much more easily accepted because people felt that the survey made them
a part of the decision-making process. [A few survey questions follow, ed.]

• Parenting education programs should be available for all parents?

• Our community should appreciate and embrace the growth of diversity?

• Every citizen should be responsible to assist students and support education?

• All children should have a personal mentor available to assist them?...

Develop a Strategy. Evaluate Context for Change; describe allies and opponents; identify
change agents.

For many issues there will be significant institutional barriers to any change you hope
to initiate....

Elements of Systematic Reform.

Creating a coordinated education and training system.... Are these programs built around a
multi-year sequence of learning at work sites and at school — learning that is connected and
coordinated?

Describe Allies and Opponents.

On the other hand, there may be people or organizations in the community who will oppose the
reforms you are attempting to institute. Some of these opponents simply may not understand
the goals of the campaign. Others will persist in their opposition. Before your organization
takes any action, you will need to anticipate the potential reaction of opponents. List your
opponents and what your success might mean to them. Refer to the Troubleshooting section
for suggestions on how to deal with opposition.

Identify Change Agents.

One change agent could be the Superintendent of schools because she or he has the power
to institute a district-wide policy to include community members in the standards-develop-
ment process.

["Power" is mentioned many times in this section, ed.]

Resistance. This will be the most difficult stage. The public will be reluctant to face the trade-
offs that come from choosing a specific plan of action.

To describe opponents answer these questions:

List the resources of your opponents.

Council Strategy Chart.

Get the president of Hewlett Packard to write the chair of the school board a letter supporting
the proposal. [Strategy to get calculators for school, ed.]

Appendix XIV

A-

Community Organizing Tips.

Surveys can do more than help you gather information. They can also build community
ownership of reform.

Business and Labor Leaders' Checklist.

Business and labor can make the goals work by building community support, helping to mea-
sure effectiveness, and defining required workforce skills that could be matched to academic
achievement targets.

Other Sources of Support

Potential allies for your effort are everywhere.... Consult the resource directory.... Also, do
not overlook other goals- and standards-based reform campaigns as a source of information
and support. School officials and community leaders in Edmonds, Washington; San Antonio,
Texas; Omaha, Nebraska; Bangor, Maine; and hundreds of other municipalities.

Identifying Financial Resources.

As you begin your search for funding, remember the federal government. With its passage of
the comprehensive Goals 2000: Educate America Act, Congress has made it easier for com-
munities to restructure education.... What's more, the legislation takes a big-picture view of
education that goes beyond the traditional K-12 focus of past administrations. Education is
defined as a process that begins in early childhood and continues to adulthood through lifelong
learning situations. It emphasizes the connections between preschool, school, and work.

Troubleshooting.

You are likely to face opposition any time you try to introduce change into a community....
Their concerns may be based on confusion over what goals and standards are. . . or they may
be satisfied with current state of learning in your community.

Following are tips on how to explain National Education Goals and Standards.... For a
fuller description of the relevance of national goals and standards-based reform movement. . .
please see "Guide to Goals and Standards" booklet in Tool Kit.

Know the Facts.

For definitions of many of the other terms of the debate, see "Glossary of Terms" at end of
"Resource Directory."

Give Everyone a Role.

Not everybody has to share your views. Be sensitive to concerns of your opponents. Talk
about what offends them and address their issues.

Avoid Loaded Words and Phrases.

Words and phrases like "outcomes," "outcome-based education," "self-esteem," and "attitudes"
may mean different things to certain groups. . . . Remember, if you stick to clear, concrete terms
that everyone comprehends, not only will you be better understood, you may also avoid seri-
ous conflict down the road.

Keep your Perspective.

Opposition may come from a small part of the community. Balance their concerns appropri-
ately and reinforce the fact that the National Goals have widespread support. You might think
of inviting opponents into the schools to let them see for themselves how your community
action plan is improving education.

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Beware of The One-Size-Fits-All Argument.

Reassure your opposition that the National Education Goals, the framework for your commu-
nity's education reform effort, are not trying to establish a national curriculum for all schools.
[This is a bald-faced lie. According to Education Week, Jan. 25, 1989, "Chester E. Finn, Jr.
former head of the Education Department's research branch, told business leaders here last
week that he favored the development of a 'national curriculum.'", ed.]

Remember the equity issue.

Every student will be expected to meet higher standards. No students will be denied the
opportunity to learn [This is Spady's et al terminology for outcome-based education, effective
schools, mastery learning, ed.]

Ask for Help. See Resource Directory... Case Study of Edmonds, Washington: Sylvia Soholt,
who works in Edmonds' planning and community relations division, says they deliberately
chose a process involving multiple drafts of each phase because "it gives the message that
you are open to change. "

The text was not presented as a writ from the school district, but rather as "this is what
your neighbors said students should learn and be able to do."

By sending the draft to everybody in the community, the school district was able to deflect
charges of being exclusive. District officials carefully documented the originator of each idea
to demonstrate that the plan was developed by the community, not by school officials.

In a meeting to discuss the first draft, some raised religious doubts about the reform
effort. They said they feared the schools would take charge of rearing children, teaching non-
Christian values instead of improving academic skills. Some suggested that computers would
monitor and mold children into automatons.

Faced with these objections, the superintendent, Brian L. Benzel, knew he could not
just dismiss the criticisms as misguided. He felt that the school district needed to clarify the
purpose behind the reform effort before releasing a second draft of the document. Benzel
approached Edmonds' ministers and invited them to a meeting on education reform efforts.

At the meeting, the superintendent addressed the expressed fears and explained what
the reform movement was really trying to do. He said he believed that they misunderstood
the district's intentions, but thought their concerns were important. He let the ministers
talk about education. They all agreed that education needed to be improved and that it was
important to define student skills.

In the course of the conversation, it became clear that the religious community was
not walking lock-step against reform. Reform meant something different to each minister. It
appeared that the ministers simply wanted to be part of the debate. As a result of this positive
meeting, they carried the message back to their congregations, that the school reformers were
willing to listen and be inclusive.

Following these meetings the school district made revisions that incorporated the objec-
tions and reflected the concerns of the whole community. The district removed confusing
jargon from the draft. For example, people had objected to defining "critical thinking" as a
skill— they believed it suggested that children should be taught to be critical of their parents.
So the second draft defined "thinking and problem-solving" as the ability to "think creatively
and develop innovative ideas and solutions" and to "think critically and make independent
judgments."

To address the concern that the district was stressing some skills over others, it developed
a poster depicting the skills and abilities a student needs as a "tapestry of learning, " where
all the elements have equal importance and are woven together.

The school district is now moving to the next step. They are creating assessment tools

Appendix XIV

A-71

to measure the standard they have developed, using the same strategy of full community
involvement. [Supt. Brian Benzel, Chairman, Governor's Task Force on Schools for the 21st
Century, is listed as a partner (WA State) in Marc Tucker's National Alliance for Restructuring
Education Schools — and Systems — for the 21st Century. See Appendix XII. In other words,
the citizens and ministers in Edmonds, Washington were manipulated by a very important
and recognized "change agent," ed.]

The importance of ordering the entire Kit cannot be overemphasized. We have dealt only
with one section, "The Community Organizing Guide."

Please fax me info regarding action you and members of your community intend to take
to expose this incredible federal initiative.

Thanks very much.

Appendix XV

"Will Republicans Betray America By Voting For Marc Tucker's
Human Resources Development System: H.R. 1617 and S. 143?"

"Will Republicans Betray America By Voting For Marc Tucker's Human Resources Development
System: H.R. 1617 and S. 143?" by Samuel Blumenfeld is taken from the The Blumenfeld Educa-
tion Letter, May 1996 (Vol.11, No. 5, Letter #116).

There is no doubt that H.R. 1617 (known as the "Consolidated and Reformed Education,
Employment, and Rehabilitation System's Act" or "CAREERS Act"), which passed the House in
September 1995 by a vote of 345 to 79, and S. 143 (the Workforce Development Act of 1995),
which passed the Senate in October by 95 to 2, will do more to lead America into socialist-fascist
totalitarianism than any other pieces of legislation before the present Republican-dominated
Congress.

Both bills, when reconciled in conference committee, will enact into law Marc Tucker's
infamous Human Resources Development System, outlined in Tucker's exuberant letter of
November 11, 1992 to Hillary Clinton, a member of the board of trustees of Tucker's National
Center on Education and the Economy. He wrote:

I still cannot believe you won. But utter delight that you did pervades all the circles in
which I move. I met last Wednesday in David Rockefeller's office with him, John Sculley,
Dave Barram and David Haselkorn. It was a great celebration. Both John and David R. were
more expansive than I have ever seen them — literally radiating happiness....

The subject we were discussing was what you and Bill should do now about education,
training, and labor market policy. Following that meeting, I chaired another in Washington
on the same topic...

Our purpose in these meetings was to propose concrete actions that the Clinton admin-
istration could take — between now and the inauguration, in the first 100 days and beyond.
The result, from where I sit, was really exciting. We took a very large leap forward in terms

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Appendix XV

A-73

of how to advance the agenda on which you and we have all been working — a practical plan
for putting all the major components of the system in place within four years, by the time
Bill has to run again.

That Hillary Clinton had been working with Tucker and associates to develop this fascist
education system is confirmed by the fact that Tucker paid Hillary $102,000 in 1991 for her work
as a consultant to the NCEE. Obviously, the letter of November '92 was meant to help prepare
the Clintons to get the Tucker plan passed into law and implemented by the fifty states. In it
Tucker outlined his "vision" of a human resources development system:

What is essential is that we create a seamless web of opportunities to develop one's
skills that literally extends from cradle to grave and is the same system for everyone — young
and old, poor and rich, worker and full-time student. It needs to be a system driven by client
needs (not agency regulations or the needs of the organizations providing the services), guided
by clear standards that define the stages of the system for the people who progress through
it, and regulated on the basis of outcomes that providers produce for their clients, not inputs
into the system.

One should be aware that Tucker's plan to restructure American education goes back to
his 1986 report on teaching, A Nation Prepared: Teachers for the 21st Century, produced when
he was executive director of the Carnegie Forum on Education and the Economy. In 1987,
New York Gov. Cuomo and the leaders of Rochester, N.Y., invited Tucker to set up his National
Center on Education and the Economy (NCEE) in that city. The idea was that the Center, with
the help of an initial subsidy of $1 million from Gov. Cuomo, would help Rochester implement
Tucker's basic restructuring ideas in that city's school system.

GOALS 2000

In 1989 the NCEE issued its first report, To Secure Our Future: The Federal Role in Education,
which became the basis for Goals 2000. The report basically framed the issues and shaped the
agreements that were made at President Bush's famous Education Summit at the University of
Virginia, Charlottesville, in the fall of 1989. After the summit, in which Gov. Clinton of Arkan-
sas was an active participant, the National Governors' Association asked the NCEE to assist in
the development of national goals for education. These goals were subsequently promoted by
President Bush in his 1990 State of the Union address. Apparently, a Republican president was
willing to accept the education reform plan of the ultra-liberal NCEE rather than call upon a
conservative think tank to come up with a conservative reform plan.

In 1989, Tucker's group created the Commission on the Skills of the American Workforce
which compiled a report entitled America's Choice: High Skills or Low Wages! The report, issued
in June 1990, is the basic blueprint for Tucker's Human Resources Development System which
moves American education from its traditional emphasis on academics and knowledge to a
Soviet-style workforce training and certification program.

Both H.R. 1617 and S. 143 represent the culmination of Tucker's efforts to get Congress to
impose his system on America. That Republicans should be in the forefront of promoting these
bills makes one wonder if the Republican Party is becoming the new fascist party of America.
In the Tucker system, the government will plan your life for you, track you from birth to death
on its mammoth data-gathering computer, and regulate employment and eventually the entire
economy.

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Henry Hyde Opposes

The only Republican congressman to openly oppose this legislation is Rep. Henry Hyde of
Illinois, who addressed a letter to his colleagues in March of this year stating why he opposes
the Tucker plan and the legislation that makes it law. He wrote:

Dear Colleague:

President Clinton's plan for a national workforce of skilled laborers is being achieved
through the Goals 2000 Educate America Act (HR 1804), School-to- Work Opportunities Act
(SWO) (HR 2884), and Improving America's Schools Act (IASA) (HR 6), all of which were
passed and signed into law by President Clinton in 1994.

I'll tell you why it is so important to repeal these laws. The plan for Goals 2000 was
developed by Bill Clinton, Hillary Clinton, Ira Magaziner, and Marc Tucker, President of the
National Center on Education and the Economy (funded by the Carnegie Foundation), prior to
Clinton's election. It is a concept for dumbing-down our schools and changing the character
of the nation through behavior modification (a vital part of this plan) . It moves away from an
academically intensive curriculum to one that is integrated with vocational training, produc-
ing skilled manpower for the labor market. The economy will be controlled by the federal
government by controlling our workforce and our schools. I'm enclosing an 18-page letter to
Hillary Clinton from Marc Tucker which includes the framework for Goals 2000....

Two other bills, still pending, are designed to advance the School-to- Work phase of Goals
2000. The Careers Act (HR 1617) and the Workforce Development Act (S 143) will support a
nationwide work force development system, state by state. Funding is provided for "one stop
career" employment agencies under the supervision of the federal government. Please, let's
not let these bills become law.

At an education summit in 1989, then-Governor Bill Clinton chaired a Governors' meet-
ing to establish national performance goals to make America internationally competitive. The
governors adopted six of the National Education Goals which are now included in the 8 goals
in Goals 2000. The other two came from goals adopted at a World Conference sponsored by
the United Nations and the World Bank in March, 1990....

Behavior modification is a significant part of restructuring our schools. School children
will be trained to be "politically correct," to be unbiased, to understand diversity, to accept
alternative family lifestyles, to contribute to the community through mandatory community
service, to respect and protect the environment, to become a collaborative contributor and a
quality producer. In Marc Tucker's letter to Mrs. Clinton, laying out the plan for Goals 2000
he states, "Radical changes in attitudes, values and beliefs are required to move any combi-
nation of these agendas."

Dumbing-down education is a prime component in creating a willing workforce. Higher
education is not conducive to accepting skilled labor training for a career that fits into the
federal government's planned labor force. Goals 2000 abandons the American competitive
tracking system. It is replaced by new national achievement standards which assess students'
behavior and attitude....

A computer tracking system will track teachers' training and performance, school
performance, and students from pre-kindergarten through technical training and into the
workforce. All information will be made available to interested government officials and
prospective employers.

Pre-school, health clinics, daily meals, and parental assistance (they have the gall to
instruct parents on how to rear their children, including how students' free time should be

Appendix XV

A-75

spent) are in this all-inclusive "cradle to grave" plan to control our children's minds and
careers....

This concept has been around since at least the 1960s and perhaps as far back as the
1930s. It has been tried in many schools over the past 20-30 years, to the detriment of our
children. In the '70s, it was called "Mastery Learning" under the supervision of Professor
Benjamin Bloom and now is known as "OBE." State school superintendents have learned to
call OBE by other names because of its bad reputation which precedes it but the concepts
are all the same.

I ask you to please investigate Goals 2000 yourself. I think you will come to the same con-
clusion. Goals 2000 must be rejected, and the sooner the better — for our children's sake.

What has been the response to Rep. Hyde's very strong letter? So far, the only response
we know of is a 4-page letter dated March 28 from William Goodling, Republican from Penn-
sylvania, Chairman of the Committee on Economic and Educational Opportunities, and Howard
P. "Buck" McKeon, Chairman of the Subcommittee on Postsecondary Education, Training and
Life-long Learning. Goodling, serving his 10th term in Congress, was a school superintendent
before becoming a Congressman. McKeon, a Republican from California, is a first-term fresh-
man who seems neither to understand the significance of the bill he is promoting nor the
subcommittee he heads. Attached to their letter was a six-page compendium of explanations
"developed to respond to similar concerns and misunderstandings that have been expressed
over the CAREERS bill in recent months." Goodling and McKeon write:

We recently received a "dear colleague" from you entitled "Clinton's National Work-
force and Education Plan," in which you express concerns over H.R. 1617, the House-passed
CAREERS Act....

In your letter you describe the CAREERS legislation, and the Senate's Workforce Develop-
ment Act as "designed to advance the School to Work phase of Goals 2000," tying the roots
of this legislation to the work of the Clinton Administration, Ira Magaziner, and Marc Tucker.
In fact, CAREERS is the product of efforts by Republicans going back to the Reagan and Bush
Administrations, and incorporates suggestions by a bipartisan coalition of reform-minded
colleagues, including many leading Republican Governors.

At last, two honest Republicans admitting that it is the Republicans who are creating the
educational foundations for a totalitarian system in America! Who are these fascist Republicans?
Chester Finn, Dennis Doyle, Bill Bennett, Terrel Bell? It was Bell who in 1984 awarded Bill Spady
the grant to continue work on implementing Outcome-Based Education in all of the schools in
America. Concerning Chester Finn, Bell writes in his memoir, The Thirteenth Man:

David Stockman, director of the Office of Management and Budget, suggested that the
very competent Chester Finn be appointed deputy undersecretary for planning and budget
in ED. Finn had served in the Nixon White House. I had known him from my Nixon-Ford
years, and I knew that I could work with him. Given Stockman's support, I was hopeful
that he would be the first one to break the logjam. But despite this endorsement, Finn was
promptly rejected by White House Personnel because he was currently serving on the staff
of Democratic Senator Pat Moynihan. [Stockman and Finn had both been close to Moynihan
during their Harvard days.]

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Now we know why Chester Finn can't be trusted! In his book, Bell bemoans the fact
that President Reagan did not want the federal government to assume a role of leadership in
education. In fact, Reagan wanted to abolish the Education Department but was unable to get
the support needed in Congress. Nevertheless, in the bowels of the educational bureaucracy
plans were well under way by the National Center for Education Statistics to create its mas-
sive computerized data-collection system. It seems as if the government works on two tiers:
there is the visible tier of politicians in the White House and Congress which the public is very
much aware of; and there is the invisible tier made up of bureaucrats, laboratories, and various
foundation-supported commissions that quietly advance the liberal-socialist agenda no matter
who occupies the White House or controls Congress. Funding for the invisible tier is always
forthcoming in the Budget, even though the politicians may not have the foggiest idea what
the money is being spent on.

Iserbyt Blows the Whistle

It was Charlotte Iserbyt, former senior staff member at the Education Department, who
saw what was going on among the socialist-fascist planners in the invisible tier and decided
to let the public know. Her little book, Back to Basics Reform Or . . .Skinnerian International
Curriculum?, published in 1985, revealed what the invisible tier was doing to prepare America
for a socialist one-world government scheduled for the early years of the twenty-first century.
She wrote:

This book deals with the social engineers' continuing efforts, paid for with international,
federal, state, and tax-exempt foundation funding, to manipulate and control Americans from
birth to death using the educational system as the primary vehicle for bringing about planned
social, political, and economic change. (The major change in our economic system will be the
determination by industry and government of who will be selected to perform the necessary
tasks in our society — quotas for engineers, doctors, service workers, etc. to bring about the
socialist concept of full employment.)

That's a virtual description of Marc Tucker's Human Resources Development system.
Charlotte was fired for her patriotism. But the cat was out of the bag, and now a small group
of conservative activists was able to track the doings of the invisibles. In her book Charlotte
was able to document Terrel Bell's complicity with Bill Spady in the development of Outcome-
Based Education. She also sounded the alarm on Skinnerian mastery learning, the technique
to be used in the schools to change the values, beliefs and behavior of American children.

But to many of us, it was Marc Tucker's letter to Hillary Clinton that proved to be the great
eye opener. What was so shocking was the clear totalitarian nature of what was being planned
by these American social engineers. And for Republicans in Congress to even contemplate using
any component of this plan as a means of reforming American education is to reveal the utter
bankruptcy of the Republican party when it comes to education. For Goodling to promote any
components of this plan is to betray fundamental Republican principles in defense of freedom.
But perhaps the Republicans no longer adhere to these principles and have indeed become the
new American fascists. In his letter to Rep. Hyde, Goodling writes:

In exchange for billions of dollars in federal funding for job training and employment
assistance, the CAREERS bill does ask States and local communities to establish what we
call integrated career center systems, where there are easily accessible, single points of entry

Appendix XV

A-77

into local employment and training programs, for people in need of employment assistance
or job training, and for employers in need of workers. The actual design for such systems
is left entirely to the State and local community. Co-located Career centers (some call them
one-stops) are encouraged, not required. And they are locally-designed, appointed and man-
aged — not federally run or controlled.

Apparently, Goodling is unaware that federal control is not needed to put the Tucker plan in
place in every state. The only thing that is needed is federal money. Tucker's change agents
will design the local systems so that they conform with the overall national — not federal — plan.
The social engineers desperately need the federal money to implement this totalitarian plan,
and Goodling is willing to give it to them.

As for the Senate bill, S. 143, it is much more in line with just about everything Marc Tucker
wants. And the prime promoter of that bill is Sen. Nancy Kassebaum of Kansas who should be
designated as Republican traitor number one. It is hard to believe that a so-called Republican
can be so blind to the totalitarian nature of the Workforce Development Act of 1995. A Report
from the Committee on Labor and Human Resources, summarizes S. 143 as follows:

TITLE I

State Systems — Statewide work force development systems are established through a
single allotment of funds to each State. A minimum of 25 percent of the funds are for work
force employment activities, such as creating one-stop career centers or providing job training.
Work force employment activities are to be planned and administered under the authority of
the Governor. A minimum of 25 percent of the funds are for work force education activities,
including vocational and adult education. Work force education activities are to be planned
and administered under the authority of the State Educational Agency.

The remaining 50 percent of the funds are to be used for any work force employment
or education activities as a State decides.... The decision to allocate funds from this "flex
account" is made through a collaborative process involving, among others, the Governor, the
State educational agency, and the private sector....

State goals and benchmarks are established in the plan, as well as how the State will
use its funds to meet those goals and benchmarks.

In addition, the plan includes how the State will establish systems for one-stop career
centers, labor market information, and accountability for job placement, as described in the
bill....

The Governor must enter into agreements with local communities for the delivery of
work force employment, school-to-work, or economic development activities, where appro-
priate....

TITLE II

Job Corps remains as a residential program for at-risk youth, but is integrated with the
statewide work force development system. Primary responsibility for the operation of Job
Corps centers is transferred to the States, and each center must be linked into the one-stop
career center system and other local training and education efforts.

TITLE III

A Federal partnership is established to administer all Federal responsibilities, including
approval, of the State plans, negotiation of benchmarks with each State, and dissemination

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of best practices.

A governing board, composed of 13 members, will manage the partnership. The board
is composed of a majority of representatives from business and industry, and representatives
of labor, education and Governors....

Final authority for the approval of State plans and disbursement of funds, however,
remains with the Secretary of Education and the Secretary of Labor.

Other national activities include national assessments of vocational education, a national
labor market information system, and establishment of a national center for research in edu-
cation and work force development....

The Workforce Development Act of 1995 promotes the development of a new and coher-
ent system in which all segments of the work force can obtain the skills necessary to earn
wages sufficient to maintain a high quality of living and in which a skilled work force can
meet the labor market needs of the businesses of each State.

Note how this plan ignores state legislatures or local school boards. The governor runs
everything. This is, for all intents and purposes, a coup d'etat that overthrows the representative
form of government and local school boards that are supposed to govern education.

Research Galore

Also, the call for the establishment of a national center for research in education and work
force development is based on the already existing National Center for Research in Vocational
Education at the University of California at Berkeley. A new center will be established by the
Governing Board. Its areas of focus are to include:

(1) combining academic and vocational education; (2) connecting classroom instruction with
work-based learning; (3) creating a continuum of educational programs which provide mul-
tiple exit points for employment; (4) establishing high-quality support services for students;
(5) developing new models for remediation of basic academic skills; (6) identifying ways to
establish links among educational and job training programs at State and local levels; (7)
creating new models for career guidance, counseling, and information; (8) evaluating eco-
nomic and labor market changes that will affect work force needs; (9) preparing teachers
and professionals; (10) obtaining information on practices in other countries that may be
adapted for use in the United States; (11) providing assistance to States and local entities in
developing and using systems of performance measures and standards; and (12) maintaining
a clearinghouse to provide information about the conditions of systems and programs funded
under this act.

Obviously, this national center will provide a lot of good jobs at good wages for a lot of
liberal university graduates. They will need directors, assistant directors, researchers, statisti-
cians, consultants, secretaries, and staffers producing an endless number of reports to be dis-
tributed to every member of Congress, every Governor, every school administrator. Think of
all the trees that will have to be cut down to make paper for all of the reports, and think of all
the computers, modems, word processors, copy machines, phones and faxes that will have to
be bought. Who knows, the national center may balloon to the size of the Pentagon if it is to
service the nation's entire workforce development system.

For Republicans who believe in less government, the word less now apparently means

Appendix XV

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morel

Governing Board

And according to this Kassebaum-Tucker plan all power over American education will
reside in the Governing Board. The committee report says:

The Work Force Development Partnership will be headed by a Governing Board composed
of 13 members, including 7 representatives of business and industry, 2 representatives of labor
and workers, 1 representative of adult education providers, 1 representative of vocational edu-
cation providers, and 2 Governors, appointed by the President with the advice and consent of
the Senate. The Governing Board shall be appointed not later than September 30, 1996.

The duties of the Governing Board include: (1) Overseeing the development of a national
labor market information system and job placement accountability system. (2) Establishing
model benchmarks, taking into account existing work force development benchmark efforts
at the State level. (3) Negotiating benchmarks with the States. (4) Reviewing and approving
State plans. (5) Reviewing reports on the States' progress toward their benchmarks. (6) Pre-
paring and submitting an annual report to Congress on the absolute and relative performance
of States' progress toward their benchmarks. (7) Awarding incentive grants. (8) Issuing sanc-
tions. (9) Disseminating information on best practices. (10) Performing the duties relating to
the Job Corps. (11) Reviewing other federally funded work force development programs. (12)
Reviewing and approving the transition work plan submitted to the Secretaries of Labor and
Education. (13) Overseeing all activities of the Federal partnership.

Benchmarks Equal Outcomes

What are "benchmarks," about which the Governing Board will be so concerned? Bench-
mark is the new word for outcome. Since the lawmakers are concerned that the American people
might find out that the Tucker plan is simply another version of Outcome-Based Education,
they've decided to eliminate any terminology which might produce widespread parental and
conservative opposition. Here's how the lawmakers define benchmarks:

This act will require States to measure and report annually on benchmarks — measur-
able indicators of the progress the State has set out to achieve in meeting broad work force
development goals related to employment, education, and earning gains.

Benchmarks related to employment and earning gains include, at a minimum, place-
ment and retention in unsubsidized employment for one year, and increased earnings for
participants. Benchmarks related to education include, at a minimum, student mastery of
certain skills, including: academic knowledge and work readiness skills; occupational and
industry-recognized skills according to skill proficiencies for students in career preparation
programs; placement in, retention in, and completion of secondary education; placement
and retention in military service; and increased literacy skills. It is expected that States will
develop additional benchmarks.

If any further proof were needed to indict Nancy Kassebaum as the Republican Party's
leading socialist-fascist, one need not seek further than the May 20, 1996 issue of Forbes maga-
zine in which Steve Forbes writes:

Advocates of nationalized health care are on the verge of a stunning achievement with
the passage of the Senate's Kennedy-Kassebaum bill. This legislation is portrayed as a benign

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way of making it easier for people to keep health insurance when they change jobs or to buy
insurance if they are in less-than-perfect health. Actually, if this becomes law, it will put us
on a fast track to Hillary care. Yet few foes of her socialized monstrosity are fighting what one
opponent has rightly called a "Trojan pony."

The First Lady must be beaming. The enforcement language is lifted almost directly
from Clinton care. Ferocious penalties litter the House version of this legislation. For instance,
doctors face heavy fines if they are deemed to have delivered "unnecessary" health care ser-
vices. And who determines what is unnecessary? You guessed it — federal bureaucrats, not
physicians....

The Senate bill is written in a way that guarantees the eventual imposition of federal
price controls. Right now, there are no caps on premiums — which will rise big-time because
of the bill's mandates on who is eligible for insurance. Washington State, for example, has
Kennedy-Kassebaum-like guarantees. Premiums for individual policy holders have skyrocketed.
As prices go up, young, healthy people won't bother to buy insurance. The whole process will
then create irresistible pressure for federal controls "to make insurance affordable. " There are
other flaws here. The bill blithely guarantees that mental health coverage will equal coverage
for physical ailments; this is an open invitation for massive abuse. Rules, mandates and caps
will proliferate.

The Senate version doesn't even contain a provision for Medical Savings Accounts, the
only hope for restoring true freedom and consumerism to the health care field.
Is this what voters elected a Republican Congress for?

Thanks to Nancy Kassebaum and her fellow socialist-fascists in the Senate, this Republi-
can Congress will do more to inch us toward totalitarianism than any previous Congress. Does
Senator Dole approve of what his fellow Kansan is doing?

Meanwhile, what should we do? We should do all we can to get the federal government
out of the education and health care businesses. If Republicans really believe in downsizing
government, the last thing they should be doing is voting for more government intrusion in
education and health care.

Call, write, or fax your Representatives and Senators. Purchase a copy of the U.S. Congress
Handbook, P.O. Box 566, McLean, VA 22101, 703-356-3572. This handbook contains all of the
information you will need for access to your Washington lawmakers. They need to hear from
you.

Appendix XVI

"Totalitarian Data-Gathering System
Prepared by U.S. Department of Education"

"Totalitarian Data-Gathering System Prepared by U.S. Department of Education" by Samuel
Blumenfeld from The Blumenfeld Education Newsletter, October 1995 (Vol. 10, No. 10, Letter
#109).

If ever proof were needed to confirm that the New World Order would be totalitarian in
its control of individual citizens, the U.S. Department of Education's recent release of its hand-
books on data-gathering on students and faculty should be enough to satisfy any freedom-loving
citizen. The two publications are the Student Data Handbook for Early Childhood, Elementary,
and Secondary Education (NCES 94-303) released in June 1994, comprised of 226 pages plus
about 100 pages of appendices, and the Staff Data Handbook: Elementary, Secondary and Early
Childhood Education (NCES 95-327) released in January 1995, comprised of 219 pages and
about 70 pages of appendices. Both Handbooks were produced under the auspices of the U.S.
Department of Education, the Office of Educational Research and Improvement (OERI), and
the National Center for Education Statistics (NCES) . Both can be obtained by telephone from
the U.S. Dept. of Education. The Foreword for the Student Data Handbook states:

NCES is pleased to release the 1994 Student Data Handbook: Elementary, Secondary
and Early Childhood Education. It is a major effort to establish current and consistent terms,
definitions and classification codes to maintain, correct, report and exchange information
about students.

When this effort began, the only existing national standards for student data had been
published by NCES in 1974. Because student data have evolved greatly over time both in the
type and format of data maintained, it was essential that new standards be developed that
would reflect current practices.

This national effort was coordinated by the Council of Chief State School Officers under
contract to the National Center for Educational Statistics. Those individuals and organizations
involved in the process truly reflect all interested stakeholders in elementary, secondary and

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early childhood education.

NCES has a strong commitment to provide technical assistance and support to the edu-
cation community to facilitate the collection, reporting, and use of high quality education
information. This handbook is one outcome of that commitment. It is but one in a series of
related handbooks and manuals that NCES has published in the past and plans to continue
to develop in the future.

The Foreword is signed by Paul D. Planchon, Associate Commissioner, Elementary/
Secondary Education Statistics Division and Lee M. Hoffman, Chief, General Surveys and
Analysis Branch of the National Center for Education Statistics.

In the Acknowledgments we read:

This document is the result of the work of many individuals from around the country
who generously contributed their knowledge, time, and commitment....

The handbook owes its existence to the members of the National Task Force on Education
Data Elements. The task force's Student Data Subgroup helped conceptualize and oversee its
development, reviewed several copies of the drafts, and provided constant and timely assis-
tance to the project. A list of the task force members is included in Appendix A.

The task force includes 28 members, of which 6 were from state departments of education
(Mississippi, Ohio, Florida, Minnesota, Texas, New York) and 6 from city and county school
districts. The rest were bureaucrats from various offices of the U.S. Dept. of Education, the
American Association of Collegiate Registrars and Admissions Officers, Johns Hopkins University,
Bureau of the Census, University of California, (Santa Barbara), Council of Great City Schools,
and the National Science Foundation.

Bureaucrats at Work

We read further in the Acknowledgments:

Under contract from the National Center for Education Statistics (NCES) , staff from the
Council of Chief State School Officers (CCSSO) prepared the manuscript of this handbook.
Barbara S. Clements, Project Director, provided the leadership for this effort and is the primary
author of the document....

Emerson Elliott, Commissioner of Education Statistics, who has encouraged inter-
and intra-agency collaboration and teamwork to improve the quality of education data, set
the stage for this effort. Paul Planchon, Associate Commissioner of Education Statistics,
Elementary/Secondary Education Statistics Division, provided strong support and guidance
for the handbook as a project under his authority. Lee Hoffman, Chief, General Survey and
Analysis Branch, not only provided technical advice as a task force member, but also reviewed
all drafts of the document....

In other words, a small army of bureaucrats have been working on this project for years.
The purpose of the student handbook is described in Chapter 1:

1) to provide a common language that can be used to describe information about students, 2)
to promote standard maintenance of student data, 3) to encourage the automation of student
data maintenance, 4) to promote the development of policies to safeguard the confidentiality

Appendix XVI

A-83

and ensure appropriate use of student data, and 5) to describe how data can be maintained
in a way that promotes appropriate and flexible usage by all relevant parties.

Chapter 1 also provides this revealing Overview:

Accurate and comprehensive information is needed in order to make appropriate cost-
effective and timely decisions about students within both public and private schools. Teachers,
school administrators, school district administrators, school board members, and state and
federal education agency personnel must use information about students to plan and carry
out programs of learning that meet the needs of children with different abilities and require-
ments, from divergent backgrounds, and of different ages. School health officials and other
service providers also use information about individual students to ensure appropriate services
are provided to them. These information needs are being met in an increasing number of
instances by automated management information systems that allow data to be analyzed in
a variety of ways to address the questions and needs of the decision-makers. A management
information system is effective, however, only to the extent that data are consistently entered
into the system according to established definitions, data are updated and maintained on
a regular basis, and information relevant for ongoing decision-making can be added to the
system. This handbook addresses the importance of consistency in how data are defined and
maintained within the education system.

Designing Data Collection

...Researchers from the [U.S.] Department of Education, federally funded laboratories
and research centers, universities, and other public and private organizations provide insights
into the needs and performance of the nation's schools through surveys such as the National
Education Longitudinal Survey and assessment activities such as the National Assessment of
Educational Progress. This handbook can be valuable for researchers concerned with accu-
racy and consistency in designing data collection activities and reporting results of studies
on groups of students.

The handbook is intended to serve public and private education agencies, schools, and
other centers and institutions serving students from preschool through high school gradua-
tion, as well as researchers and the general public...

No governmental agency requires the use of the terms, definitions, and procedures of
this handbook; however, care was taken to make sure that the definitions in this handbook
were consistent with many governmental reporting requirements existing at the time of the
handbook's completion....

A Tool for Decision Making

The handbook identifies concepts and data elements which are used to describe and
make decisions about students. Some decisions are very specific, pertaining to personal
needs, vocational choices, and educational programs of individual students. Other decisions
are broader in scope, concerning the planning and management of education for large groups
of students....

Some types of student data are maintained because of federal, state or local reporting
requirements. If federal, state or local reporting requirements are made consistent, then a
single collection of information about students can serve multiple purposes.

If student data are maintained in a cumulative (longitudinal) record using consistent

A-84

terms and definitions, the permanent record contains all relevant information and is easier
to interpret....

Automated Database

The advantages of maintaining student records in an automated database, however, are
numerous. Automated databases promote the maintenance of consistently defined information,
since the computer software specifies how data are coded and otherwise entered....

Student data must be kept confidential. ...Whether or not student data are maintained
in a computer, all school or school district staff needing data about an individual student or
groups of students must have access to pertinent information. . . .Teachers can analyze student
performance using a variety of types of information and decide what concepts need to be
retaught or reinforced.

Obviously, the purpose of the project is to produce standardization among data-gatherers
so that all of the student information can be computerized and stored in a central database.
As the Handbook states:

Technical advances in computer data entry, storage, and retrieval are developing quickly,
making these aspects of student records management less expensive, more efficient, less
demanding of physical space, and more accessible to multiple users.

Incidentally, if you are curious about the legislation that authorized funding for all of this,
the Handbook refers to the Standards for Education Data Collection and Reporting (SEDCAR)
developed pursuant to the Hawkins-Stafford Amendments of 1988 which authorized "an effort
to improve the comparability, quality and usefulness of education data."

SPEEDE/ExPRESS System

The Handbook also reveals that its standards are compatible with those of the SPEEDE/
ExPRESS format. (SPEEDE stands for Standardization of Postsecondary Education Electronic
Data Exchanges, and ExPRESS stands for Exchange of Permanent Records Electronically for
Students and Schools.) SPEEDE/ExPRESS "provides a standard format for a student record or
transcript to be sent from one school or school district to another or from a school or school
district to a postsecondary institution. "

Confidentiality

Although lip service to confidentiality is required in the Family Educational Rights and
Privacy Act of 1974 (FERPA), the law allows information in student records to be disclosed
"without student or parental permission" to:

1) School employees who have a need to know. 2) Other schools to which a student is
transferring. 3) Certain government officials in order to carry out lawful functions. 4) Appropri-
ate parties in connection with financial aid to a student. 5) Organizations doing certain studies
for the school. 6) Accrediting organizations. 7) Individuals who have obtained court orders or
subpoenas. 8) Persons who need to know in cases of health and safety emergencies. 9) State
and local authorities to whom disclosure is required by state laws adopted before November
19, 1974.

FERPA also "guarantees the student and/or his or her parents the right to inspect and
review all of the student's education records maintained by the school or school district, and

Appendix XVI

A-85

the right to request that a school correct records believed to be inaccurate or misleading. "
The Number Code

What kind of data will the system collect? The most detailed personal information about
the individual in all aspects of his life. The system uses a number code for each specific piece
of information. For example, codes 001 to 012 deal with the student's name. Codes 013 to 036
deal with the student's background, which includes Identification Number (013), Identification
System (014) with fourteen subcategories: 01 Driver's license number, 02 Health record number,
03 Medicaid number, 04 Migrant student records transfer system (MSRTS) number, 05 Profes-
sional certificate or license number, 06 School-assigned number, 07 Selective Service number,
08 Social security administration number, 09 College Board/ ACT code set of PK- grade 12 insti-
tutions, 10 Local education agency (LEA) number, 11 State education agency (SEA) number,
12 U.S. Department of Education, National Center for Education Statistics (NCES) number, 13
Other organization number (e.g., Roman Catholic Diocese or association number), 99 Other.
In other words, Americans will be identified and numbered as never before.

Data on Student's Religion

Under Religious Background (030) we find the following subcategories: 01 Amish, 02
Assembly of God, 03 Baptist, 04 Buddhist, 05 Calvinist, 06 Catholic, 07 Eastern Orthodox, 08
Episcopal, 09 Friends, 10 Greek Orthodox, 11 Hindu, 12 Islamic, 13 Jehovah's Witnesses, 14
Jewish, 15 Latter Day Saints, 16 Lutheran, 17 Mennonite, 18 Methodist, 19 Pentecostal, 20
Presbyterian, 21 Other Christian denomination, 22 Seventh Day Adventist, 23 Tao, 98 None,
99 Other.

In other words, the traditional designations of Protestant, Catholic, or Jewish are no longer
sufficient for the data-gatherers who want to know much more about an individual's religious
values. Note the absence of Unitarian-Universalist. I think they're more numerous in America
than practitioners of Tao.

Homeschools and Private Schools

Will homeschoolers be included in this data-gathering system? Under Address/Contact
Information we find that code 056 "Non-Resident Attendance Rationale — The reason that the
student attends a school outside of his or her usual attendance area," contains 10 subcategories,
including 07 "Home schooling — The student is receiving educational instruction offered in a
home environment, as regulated by state law, for reasons other than health." So, homeschool-
ers are not only included, but have their own code number: 056-07.

Private schools are also included under "School Information." Code 076 "School Admin-
istration" includes subcategory 05 "Private, non-religiously-affiliated school," and 06 "Private,
religiously-affiliated school." Under "School Type" (077) we find subcategories 02 "Alternative,"
and 04 "Montessori." Under "Discontinuing Schooling Reason" (112) we find subcategory 19
"Religion — The student left school because of religious convictions."

Under "Non-Entrance Information" we find category 116 "Reason for Non-Entrance in
Local or Secondary School," under which we find subcategory 03 "Home schooling — The
individual is receiving educational services offered in a home environment for reasons other
than health." Also under 116 we find subcategory 05 "Religious reason — The individual or his
or her parent/guardian has religious convictions that prohibit participation in the educational
program of the school or education agency, and the individual is not receiving approved instruc-

A-86

tion elsewhere." Thus, the government controllers cover all bases.

Assessment Information

Data on students will also include extensive assessment information. Under "Assessment
Type" (189) we find the following subcategories: 01 Achievement Test, 02 Advanced Placement
Test, 03 Aptitude Test, 04 Attitudinal Test— "An assessment to measure the mental and emotional
set or patterns of likes and dislikes or opinions held by a student or a group of students. This is
often used in relation to considerations such as controversial issues or personal adjustments."
05 Cognitive and perceptual skills test— "An assessment to measure components of a student's
mental ability such as visual memory, figure-ground differentiation, auditory memory, reasoning
ability, and sequential processing. " 06 Developmental Observation, 07 Interest Inventory — "An
assessment used to measure the extent to which a student's pattern of likes and dislikes corre-
sponds to those of individuals who are known to be successfully engaged in a given vocation,
subject area, program of studies, or other activity." 08 Language Proficiency Test, 09 Manual
Dexterity Test, 10 Mental Ability (Intelligence) Test, 11 Performance Assessment — "An assess-
ment to measure a student's knowledge or skill by requiring him or her to produce an answer or
product that is not necessarily in a standardized format. Examples of performance assessment
include writing short answers, solving complex mathematical problems, writing an extended
essay, conducting an experiment, presenting an oral argument, or assembling a portfolio of
representative work." 12 Personality Test — "An assessment to measure a student's affective
or nonintellectual aspects of behavior such as emotional adjustment, interpersonal relations,
motivation, interests, and attitudes." 13 Portfolio Assessment, 14 Psychological Test— "An assess-
ment to measure a sample of behavior in an objective and standardized way." 15 Psychomotor
Test, 16 Reading Readiness Test. Note that the assessment tests are in complete harmony with
Outcome-Based Education.

All About Your Teeth

It's hard to imagine a less-intrusive data-gathering system than this one, and it is difficult
to exaggerate the thoroughness of the system. For example, under Health Conditions we find the
category of Oral Health with the following code designations: 230 Number of Teeth, 231 Number
of Permanent Teeth Lost, 232 Number of Teeth Decayed, 233 Number of Teeth Restored, 234
Occlusion Condition, with subcategories 01 Normal occlusion, 02 Mild malocclusion, 03 Moder-
ate malocclusion, 04 Severe malocclusion. 235 Gingival (Gum) Condition, with subcategories
01 Normal, 02 Mild deviation, 03 Moderate deviation, 04 Severe deviation. 236 Oral Soft Tissue
Condition, with subcategories 01 Normal, 02 Mild deviation, 03 Moderate deviation, 04 Severe
deviation. 237 Dental Prosthetics, and Orthodontic Appliances.

Why all of this interest in teeth? Will the schools be offering dental services at state expense?
Or is the information for the purposes of identification in case your face is smashed to a pulp
by a guard in one of their concentration camps for the politically incorrect? But by then every
individual will probably be microchipped, bar coded, tattooed or tagged. Are we being paranoid?
Were Jews in Germany in 1933 paranoid? Were anticommunist Russians in 1917 paranoid?

Medical Data

Medical information will also include Maternal and Pre-Natal Condition, Conditions at
Birth, Health History, described as: "A record of an individual's afflictions, conditions, injuries,

Appendix XVI

A-87

accidents, treatments, and procedures"; Medical Evaluations, Disabling Conditions, Medical
Laboratory Tests, Immunizations, Limitations on School Activities, Health Care Provider, and
Other Health Information — "Information about an individual's medical or health requirements
that are not otherwise addressed above."

Under category 322 Student Support Service Type, we read, "Type of related or ancillary
services provided to an individual or a group of individuals within the formal educational
system or offered by an outside agency which provides non-instructional services to support the
general welfare of students. This includes physical and emotional health, the ability to select
an appropriate course of study, admission to appropriate educational programs, and the ability
to adjust to and remain in school through the completion of programs. In serving a student
with an identified disability, related services include developmental, corrective, or supportive
services required to ensure that the individual benefits from special education." There are 39
subcategories under category 322.

Individual Health Plan

Code number 331 refers to Service Provider Type — "The qualified individual or licensed
organization (if licensing is necessary) responsible for serving the student. " Subcategory 02
refers to Health nurse — "Certified, licensed, registered nurse or nurse practitioner who provides
any of the following services: 1) case finding activities to include health appraisal, screening for
developmental maturational/milestones, vision and hearing acuity, speech, dental deviations,
growth, and nutritional disorders; 2) nursing care procedures that include immunization, medi-
cation-monitoring and administration, nursing assessment, and procedures related to the health
impaired student's Individual Health Plan (IHP); 3) care coordination and outreach to children
who do not otherwise receive preventive health care, follow-ups to assure referral completion,
home visits for follow-up planning or home environment assessment, and interim prenatal or
family planning and monitoring; 4) patient/student counseling or instruction to include nursing
assessment, counseling, and anticipatory guidance to maintain wellness or provide assistance
for identified health problems or concerns.

Socialized Medicine Via Education

Obviously, the health provision aspects of public education are to be expanded exponen-
tially. If the liberals can't get socialized medicine through the health care system, they'll get it
through the education system.

Subcategory 03 Social worker reads: "Certified, licensed, or otherwise qualified profes-
sional who provides the following services: 1) preparing a social or developmental history on
a student with disabilities; 2) group and individual counseling with a student and his or her
family; 3) working with those problems in a student's living situation (home, school, and com-
munity) that affect adjustment in school; 4) mobilizing school and community resources in
order to enable the student to receive maximum benefit from his or her educational program;
and 5) other related services as necessary."

Serviced to Death

What kind of individual will emerge from an "education" system as all-encompassing
and suffocating as this one? American children will be serviced to death by their government
which will surround them with teachers and specialists tormenting them in subtle, abusive
ways with endless tests, emotional probing and strip searching, and required politically correct

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performances to indicate, in Bill Spady's words, "visionary higher-order exit outcomes." This is
a system designed to turn every healthy youngster that enters it into an academically crippled,
emotionally damaged adult.

Subcategory 04 Psychologist reads: "Certified, licensed, or otherwise qualified professional
who provides the following services: 1) administering psychological and educational tests,
and other assessment procedures; 2) interpreting assessment results; 3) obtaining, integrating,
and interpreting information about student behavior and conditions relating to learning; 4)
consulting with other staff members in planning school programs to meet the special needs of
students as indicated by psychological tests, interviews, and behavioral evaluations; 5) plan-
ning and managing a program of psychological services, including psychological counseling
for students and parents."

Subcategory 05 Counselor reads: "A staff member responsible for guiding individuals,
families, groups and communities by assisting them in problem-solving, decision-making, dis-
covering meaning, and articulating goals related to personal, educational, and career develop-
ment. " How many guidance counselors that you know can help anyone, let alone a student,
"discover meaning"? What a joke all of this is.

Do We Need This?

We are told that the government needs all of this incredibly detailed information so that
effective decisions can be made for the student by bureaucrats, teachers, administrators, and
others on the government's payroll. But what it all adds up to is a tool of behavioral control
and management of the American population by the controlling elite. The government of a free
people does not go about creating the most detailed and thorough personal dossier on each
citizen from date of birth to be stored in government computers on the pretext that it is needed
to provide that citizen with an education.

When I attended public school as a child in New York City in the early 1930s, all they
needed was my name, address, date of birth, and parents' names. That was it. And it was all
written by hand on a card. Your entire school record was on a single card with your final grades
for each subject for each year. That's the way it ought to be today.

As for the Staff Handbook, it calls for the same kind of thorough biographical data as
outlined in the Student Handbook such as race, religion, ethnicity, plus extensive data on edu-
cational background, professional development, credentialing, employment, job and course
assignments, and evaluations. If you add to this the data in the teacher's file when he or she
was a student, you have an incredibly detailed profile of that individual. In Chapter 1 of the
Staff Handbook, we read:

Education agencies and institutions maintain information about staff to facilitate the effi-
cient and effective functioning of the education enterprise.... If all data about a staff member
are maintained in an automated data system, many uses and types of analyses are possible.
For instance, an administrator may need to know about the availability of human resources
to initiate a new program. Information about the background, educational and professional
qualifications of current staff members could be used to identify possible candidates to work
on the program.

Note the reference to the staff member as a "human resource." That's the thinking of a
systems bureaucrat to whom a human being is now a "resource" to be controlled and used
like any other natural resource.

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What Can Be Done?

It is absolutely essential, if we are to remain a free people, that this entire data- collection
system be stopped and dismantled. It has no place in a free society. The legislation that autho-
rized it must be repealed or rescinded or defunded. This entire system is based on the need of
behavioral scientists for a detailed, longitudinal accumulation of data to verify the [efficacy] of
their programs to change human behavior. Benjamin Bloom, the godfather of Outcome-Based
Education, wrote in his 1964 book Stability and Change in Human Characteristics:

We can learn very little about human growth, development, or even about specific human
characteristics unless we make full use of the time dimension. Efforts to control or change
human behavior by therapy, by education, or by other means will be inadequate and poorly
understood until we can follow behavior over a longer period, (p. 5)

That the behaviorist's purpose of education is to change human behavior was spelled out
in Bloom's Taxonomy of Educational Goals dealing with the affective domain. He was greatly
concerned with the need to get control of children as early as possible. He wrote:

The evidence points out convincingly to the fact that age is a factor operating against
attempts to effect a complete or thorough-going reorganization of attitudes and values, (p.
85)

The evidence collected thus far suggests that a single hour of classroom activity under
certain conditions may bring about a major reorganization in cognitive as well as affective
behaviors. We are of the opinion that this will prove to be a most fruitful area of research in
connection with the affective domain, (p. 88)

And in Stability and Change in Human Characteristics, Bloom wrote:

We believe that the early environment is of crucial importance for three reasons. The
first is based on the very rapid growth of selected characteristics in the early years and con-
ceives of the variations in the early environment as so important because they shape these
characteristics in their most rapid periods of formation.

Secondly, each characteristic is built on a base of that same characteristic at an earlier
time or on the base of other characteristics which precede it in development....

A third reason. . . stems from learning theory. It is much easier to learn something new
than it is to stamp out one set of learned behaviors and replace them by a new set. (p. 215)

The data collection system outlined in the Student Handbook will give the behaviorists
the vital tool they need to hone their ability to thoroughly reorganize the values, attitudes and
behaviors of the American student. God help us if this system is implemented.

Appendix XVII

Memos on Direct Instruction

January 10, 1997 Memo
To: Researchers
From: Charlotte Iserbyt
Regarding: Direct Instruction

The Christian Conscience, September 1996, commenced the serialization on a monthly basis
of my updated 1985 Back to Basics Reform or OBE... Skinnerian International Curriculum
(Chronological History of OBE/ML: 1880s through 1990s). I urge those of you trying to educate
opponents of OBE and School-to-Work programs WHO SUPPORT DIRECT INSTRUCTION,
please go to The Christian Conscience website (http://www.christianconscience.com) and
request the September-December 1996 back issues. These will take you through the important
sixties and will explain with complete documentation that the Direct Instruction method
is similar to the Skinnerian OBE/mastery learning method and should be rejected since
animal training methods have nothing to do with education. For the life of me I cannot
understand why Christian schools and home schoolers support ML/DI which uses animal
training methods based on the theory of evolution (man is nothing but an animal) which
they so vociferously oppose.

Those ramming OBE/ML work force training down our throats ran into so much trouble,
due unfortunately only to the nasty outcomes, not due to the Skinnerian method, that they
rescued their OBE/ML restructuring by jumping from the mastery learning ship onto its sister
ship, Direct Instruction. They figured, and it seems with good reason, that if they presented
the same method with a different label and focused on academic, not affective, touchy-feely
outcomes, they could capture the approval of the conservative opposition.

Direct Instruction is on a roll — all over the country. California is looking at DI; parents
were ready for "anything" after the whole language disaster. Chicago, which surely should
know better after its ML catastrophe which resulted in half the freshman class not graduating,

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is implementing DI. Doug Carnine, Director of the federally funded National Center to Improve
the Tools of Educators, in Eugene, Oregon, has written Ms. Moran, California's Commission
for the Establishment of Academic Content and Performance Standards, regarding the
Center's work with Virginia on aligning their state assessment with their standards and
in developing their accountability system. What is of interest here is that Carnine, who
is close to Engelmann, the father of DI — DISTAR, and who was involved in the Follow
Through Direct Instruction Evaluation (1970-76), known as the "largest and most expensive
social experiment ever launched," has surfaced 20 years later as a key player in education
restructuring. You will be told Direct Instruction is "back to basics" and if you squawk hard
enough about the outcomes or standards of learning, or whatever they call your objectives,
the educrats may recommend Virginia's Standards of Learning [Is this E.D. Hirsch? ed.]
which are pretty clean— for now— but don't forget those standards can be interpreted by
the educrats any way they want, and some fine day, they could be completely changed. The
problem is not the outcomes, but the Skinnerian method essential for workforce training, and
Direct Instruction is just as bad, for the same reasons, as Mastery Learning, which has been
a disaster in all the inner city schools in which it was used.

Last night on the Jim Lehrer Show there was a panel discussion on the sorry state of
education during which John Chubb of the liberal Brookings Institute, who heads up the
Edison Project (charter schools), recommended Direct Instruction as the solution to the
nation's education problems. Chubb et al., with strong ties into the international business
community, support publicly funded charter schools, which, as all of you know, will be used
for workforce training. The Skinnerian Method, be it ML or DI, is of vital importance to the
implementation of workforce training. ML and DI are not the same thing as teacher-initiated
or driven instruction of basic content material (traditional education). Curriculum in
script form using operant conditioning, i.e. Programmed Learning, be it Ethna Reid's
ECRI Mastery Learning (ML) or Engelmann's SRA (DISTAR). Direct Instruction (DI) is not
the same as teacher-initiated or driven instruction of basic content material (traditional
education). PLS PUT ON INTERNET!

January 29, 1997 Memo

To: Supporters of Direct Instruction

From: Charlotte Iserbyt

Regarding: The Role of Siegfried Engelmann, developer of DISTAR/Reading Mastery, in
teacher training for federally funded ECRI (Skinnerian Mastery Learning)

On April 12, 1980 the Maine Facilitator Center (National Diffusion Network) held a conference
to train teachers in Ethna Reid's mastery learning program known as "The Exemplary
Center for Reading Instruction." A teacher friend of mine gave me the 125-page teacher
training manual used at the conference.

Although I had always suspected that Engelmann's DISTAR/Reading Mastery was in
some way connected to the ECRI program since the techniques were similar, I was unable
to make a direct connection. When I first read the training manual ten years ago, I did not
know who Engelmann was so his name meant nothing to me. Now that I know who he is,
you can imagine how shocked and sickened I was to find him referenced in Reid's rat lab

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training manual. My worst suspicions regarding DI/Reading Mastery have been confirmed.
One of the many references follows:

BASIC PRINCIPLES OF BEHAVIOR MANAGEMENT

Until recent years, the study of human behavior was thought to elude careful analysis.
However, during the last three decades, scientific techniques have been developed for the
study of behavior which show that behavioral processes are based upon exact principles. In
applying these principles to teaching, Becker, Engelmann, and Thomas stated:

The experimental study of events that make learning happen has produced consistent
findings that can provide the teacher with a systematic basis for doing her job. Events
occurring before and after a child makes a response have been shown to be critical in
determining when and where that response will occur again. Environmental
events that influence responding are called stimuli . A teacher accomplishes a
teaching objective by effectively arranging the occurrence of stimulus events for
the child — that is, by controlling when and how she talks, praises, shows things,
and prompts responses.

Teaching is further described as a three-step process, written S-R-S
(S) The teacher presents preceding stimuli (signal)
(R) The child responds

(R) The teacher presents following stimulus (consequence)
This Model for Direct Teaching can be shown thus:
S (Preceding Stimuli);
R (Pupil Response) ; and
S (Consequent Stimuli)

Reference #8, Becker, Engelmann, and Thomas, Teaching: A Course in Applied Psychology
(Science Research Associates, Inc.: Chicago, 1971), p.l.

DISTAR/Reading Mastery is being used in the Houston public schools and is being
touted as the most successful curriculum around by conservative groups. It is also being
promoted by the multi-national corporations and John Chubb who support charter schools
for workforce training.

January 30, 1997 Memo

To: Supporters of Direct Instruction

From: Charlotte Iserbyt

Forces for Change in the Primary Schools 1980 (High Scope Press High Scope Educational
Research Foundation: Ypsilanti, MI, 1980), pp. 81-82, identifies Douglas Carnine as "Director
of Follow Through (FT) Direct Instruction Model, University of Oregon, Department of Special
Education." The FT program was a longitudinal educational experiment aimed at finding
effective methods for educating disadvantaged children.

Doug Carnine's Dec. 11, 1996 letter to Ms. Ellen Moran, State of California, Commission
for the Establishment of Academic Content and Performance Standards, is written on the

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National Center to Improve the Tools of Educators letterhead which also says in fine print "To
address the Quality of Technology, Media and Materials for Students with Diverse Learning
Needs, funded by the U.S. Office of Special Education Programs." Carnine's letter to Moran
stated that "the Center is working closely with the VA Dept. of Education and State Board on
aligning their state assessment with their standards and in developing their accountability
system.... NCITE is also preparing informal assessment benchmarks for first and second grade
in math and language arts that schools can volunteer to use before the formal assessment
begins in grade 3. Our center is willing to make these and other materials we develop for
Virginia available to the Commission without charge."

DISTAR/Reading Mastery is being promoted as an alternative to Whole Language
reading instruction. Even if one doesn't object to Skinnerian behavior modification/operant
conditioning/animal training being used on children, doesn't it make sense to question
whether one wants their perfectly normal children subjected to a program designed
for disadvantaged children (10-15% of students). Many critics of Skinnerian training
programs have gone even further and suggested that it was unethical to use disadvantaged
children for experimentation, such as was done with the "Follow Through" program
in the late sixties.

I have before me a study entitled Educational Outcomes and Indicators for Students
Completing School, from the National Center on Educational Outcomes, The College of
Education, University of Minnesota, in collaboration with St. Cloud State University and
National Association of State Directors of Special Education, 1993, which says: "The National
Center on Educational Outcomes (NCEO) is working with federal and state agencies to
facilitate and enhance the collection and use of data on educational outcomes for students with
disabilities. In doing so, it has taken an inclusive approach: Identifying a conceptual model of
outcomes that applies to ALL students, not just to students with disabilities. "

Is this what the "deliberate dumbing down" of America is all about? All children
are considered to have disabilities and are categorized as special education? All children
will have an individualized education plan? All children will be taught using Skinnerian
behavioral psychology, be it mastery learning/OBE or Direct Instruction/DISTAR/Reading
Mastery?

Although the Evaluation of Follow Through cited some academic and self-esteem
gains at some sites due to the use of the Direct Instruction model, it would have been
virtually impossible for these gains not to have been made considering the open classroom,
touchy-feely models with which it was compared. Had the Direct Instruction model been in
competition with a good traditional phonics program not based on animal psychology, it is
most unlikely it would have been able to point to any gains at all. Also, the results of the
Follow Through program should be questioned as valuable to our society as a whole since
they were based, again, on the results in inner city schools. Why didn't those involved reach
for the stars and try to find out what it was, in our most academically oriented schools, with
high test scores, in middle income communities, that lead to success, and use that model in
the inner city schools? Isn't it elitist to suggest that low income, minority children were not
capable of attaining the same results as those of their more advantaged classmates in other
parts of the country? And isn't it interesting that the model for the "disadvantaged" children
(Engelmann's Direct Instruction/Reading Mastery) seems to have been selected for ALL
our children as the model for the schools of the 21st Century, publicly funded charter
schools, run by unelected directors, whose purpose will be to "train" our children (human

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resources) for the global workforce?

If the above analysis is on target, and the documentation unfortunately seems to
point in that direction, it is a very, very sad day for American education, our children,
and our nation.

January 30, 1997 Memo

To: Activists in States Implementing DISTAR/Reading Mastery using Doug Carnine of
the federally-funded national Center to Improve the Tools of Educators, as Consultant to
your State Deptartment of Education
From: Charlotte Iserbyt

Regarding: Doug Carnine's work in your State. Proof that Direct Instruction/Reading
Mastery is 100% B.F. Skinner Rat Lab education

Am sending you the alerts I have been getting out the past two weeks, which have gone onto
the Internet, and which you should have, if you are not on-line.

Carnine has not responded to my original January 10, 1997 alert, although requested
to do so by others on the Internet. Considering the amount of information we have on his
connections with Engelmann, father of DISTAR/Reading Mastery, dating back twenty years, it
is no surprise Engelmann, Becker, Carnine, etc., do not wish to respond.

Those who do not understand Skinnerian behavioral psychology and its use on innocent
children are making a very big mistake supporting DI/Reading Mastery. I have the entire
ECRI teacher training in which Engelmann is referenced several times (absolutely nauseating
quotes) . I cannot find a word to express my disgust that such a dehumanizing method could
be used on anyone, much less captive children in the classroom. I don't care if it is used to
teach the Ten Commandments. It is sick, sick, sick, and our good people had better wake up
and stop embracing it simply because it uses intensive phonics instead of Whole Language.
Hitler had a pretty good system going for him, too; he used this method; so do the Russians.
I personally consider my two sons to be more than "organisms." I pulled them out of a
Christian school that used ML for the same reason fifteen years ago.

After reading the ECRI teacher training I can honestly say that I would prefer to have
my child in a Whole Language class, learning nothing, than a Skinnerian DI class, possibly
learning bits and pieces of basics (which will never transfer) and in which my child's whole
being, personality, etc. will be damaged, perhaps forever. And I have fought Whole Language
ever since it arrived on the horizon, for over ten years. I have written about it. One article
was even published in The Congressional Record. I mention this only to convince those still
believing I am possibly pro-Whole Language that I am not. I support teaching phonics
with the teacher in front of the class, lecturing the children (teacher-initiated or -driven
instruction of basic content material: traditional education) . Curriculum in script form using
operant conditioning, i.e. Programmed Learning, be it Ethna Reid's ECRI or Engelmann's SRA
(DISTAR/Reading Mastery/Direct Instruction) is not traditional teaching.

When Ann Herzer, a teacher, complained about going through the ECRI training in
Arizona, she was absolutely crucified, strung up, and left there to bleed (by conservatives,
among others). She was asked by the trainer, "Don't you understand — we're training the
children to be 'people pleasers'?" You should see the file I have of letters from distraught

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parents, reputable doctors, psychologists, etc. who came to Ann's defense in opposing this
sick program. You should see the letters from plain moms about their children getting sick;
nervous ailments, ticks, nightmares, etc. Ann and the parents were threatened with legal
reprisal if they didn't shut up. Ann did not shut up.

The U.S. Department of Education has denied that ECRI uses rat training; also denies
that there was ever an ECRI teacher training manual, which I happen to hold in my
hand right this minute! Fortunately, a wonderful American teacher who went through
the training in Maine in 1980 gave me the manual. We would never have had the entire
story without her help.

Please get on the bandwagon with your Governors, Legislature, State Board of Education,
media, etc. But most of all with local school boards and parents. Warn them! And don't forget
to tell them that when we have exposed Direct Instruction for what it is, the change agents
will give it another name. Global economy, multinational corporations, and the United Nations
must have only one method of training, and that is Skinner. The outcomes can be changed
overnight; the method cannot.

Appendix XVIII

'A Human Resources Development Plan for the United States"

NATIONAL CENTER ON EDUCATION AND THE ECONOMY
(c)1992 National Center on Education and the Economy
Additional Copies are Available for $7.50 each, postpaid from the
National Center on Education and the Economy
39 State Street, Suite 500
Rochester, NY 14614-1327
716-546-7620
FAX: 716-546-3145

Preface

The advent of the Clinton administration creates a unique opportunity for the country to
develop a truly national system for the development of its human resources, second to
none on the globe. The National Center on Education and the Economy and its predecessor
organization, the Carnegie Forum on Education and the Economy, have been elaborating
a national agenda in this arena over the last eight years. Here, we outline a set of
recommendations to the incoming Clinton administration in the area of human resource
development. It builds directly on the proposals that the President-elect advanced during
the campaign. This report is mainly the work of a small group of people with close ties to
the National Center: Tim Barnicle, David Barram, Michael Cohen, David Hasselkorn, David
Hornbeck, Shirley Malcom, Ray Marshall, Susan McGuire, Hilary Pennington, Andy Plattner,
Lauren Resnick, David Rockefeller, Jr., Betsy Brown Ruzzi, Robert Schwartz, John Sculley,
Marshall Smith, Bill Spring and myself. While all of these people are in general agreement
with what follows, they may not agree on the details.

— Marc Tucker

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Appendix XVIII

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Introduction

The great opportunity in front of the country now is to remold the entire American system for
human resources development, almost all of the current components of which were put in
place before World War II. The natural course is to take each of the ideas that were advanced
in the campaign in the area of education and training and translate them individually into
legislative proposals. But that will lead to these programs being grafted onto the present
system, not to a new system, and the opportunity will have been lost. If this sense of
time and place is correct, it is essential that the nation's efforts be guided by a consistent
vision of what it wants to accomplish in the field of human resources development, a
vision that can shape the actions not only of the new administration but of many others
over the next few years.

What follows comes in two pieces:

First, a vision of the kind of national — not federal — human resources development system
the nation could have. This is interwoven with a new approach to governing that should
inform that vision. What is essential is that we create a seamless web of opportunities to
develop one's skills that literally extends from cradle to grave and is the same system for
everyone — young and old, poor and rich, worker and full-time student. It needs to be a
system driven by client needs (not agency regulations or the needs of the organizations
providing the services), guided by clear standards that define the stages of the system for
the people who progress through it, and regulated on the basis of outcomes that providers
produce for their clients, not inputs into the system.

Second, a proposed legislative agenda the new administration and the Congress can use
to implement this vision. We propose four high priority packages that will enable the
federal government to move quickly:

1. The first would use the President-elect's proposal for an apprenticeship system as the
keystone of a strategy for putting a whole new postsecondary training system in place.
That system would incorporate his proposal for reforming postsecondary education finance.
It contains what we think is a powerful idea for rolling out and scaling up the whole
new human resources system nationwide over the next four years, using the (renamed)
apprenticeship idea as the entering wedge.

2. The second would combine initiatives on dislocated workers, a rebuilt employment service
and a new system of labor market boards in a single employment security program built
on the best practices anywhere in the world. This is the backbone of a system for assuring
adult workers in our society that they need never again watch with dismay as their jobs
disappear and their chances of ever getting a job again go with them.

3. The third would concentrate on the overwhelming problems of our inner cities, combining
elements of the first and second packages into a special program to greatly raise the
work-related skills of the people trapped in the core of our great cities.

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4. The fourth would enable the new administration to take advantage of legislation on
which Congress has already been working to advance the elementary and secondary
reform agenda.

The Vision

An Economic Strategy Based on Skill Development

*— The economy's strength is derived from a whole population as skilled as any in
the world, working in workplaces organized to take maximum advantage of the
skills those people have to offer.

<— A seamless system of unending skill development that begins in the home with
the very young and continues through school, postsecondary education and the
workplace.

The Schools

<— Clear national standards of performance in general education (the knowledge and
skills that everyone is expected to hold in common) are set to the level of the best
achieving nations in the world for students of 16 and public schools are expected
to bring all but the most severely handicapped up to that standard. Students get a
certificate when they meet this standard, allowing them to go on to the next stage of
their education. Though the standards are set to international benchmarks, they are
distinctly American, reflecting our needs and values.

<— We have a national system of education in which curriculum, pedagogy, examinations
and teacher education and licensure systems are all linked to the national standards,
but which provides for substantial variation among states, districts and schools on
these matters. This new system of linked standards, curriculum and pedagogy will
abandon the American tracking system, combining high academic standards with the
ability to apply what one knows to real world problems and qualifying all students for
a lifetime of learning in the postsecondary system and at work.

<— We have a system that rewards students who meet the national standards with
further education and good jobs, providing them a strong incentive to work
hard in school.

<— Our public school systems are reorganized to free up school professionals to make
the key decisions about how to use all the available resources to bring students up
to the standards. Most of the federal, state, district and union rules and regulations
that now restrict school professionals' ability to make these decisions are swept away,
though strong measures are in place to make sure that vulnerable populations get
the help they need. School professionals are paid at a level comparable to that of
other professionals, but they are expected to put in a full year to spend whatever time

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it takes to do the job and to be fully accountable for the results of their work. The
federal, state and local governments provide the time, staff development resources,
technology and other support needed for them to do the job. Nothing less than a
wholly restructured school system can possibly bring all of our students up to a
standard only a few have been expected to meet up to now.

<— There is an aggressive program of public choice in our schools.

<— All students are guaranteed that they will have a fair shot at reaching the standards,
that is, that whether they make it or not depends only on the effort they are willing to
make. A determined effort on the part of the federal government will be required on
this point. School delivery standards may be required. If so, these standards should
have the same status in the system as the new student performance standards, but they
should be fashioned so as not to constitute a new bureaucratic nightmare.

Postsecondary Education and Work Skills

«— All students who meet the new national standards for general education are entitled
to the equivalent of three more years of free additional education. We would have
the federal and state governments match funds to guarantee one free year of college
education to everyone who meets the new national standards for general education
(the amount of this award would be set at a stipulated maximum so as to avoid
runaway charges for college tuition). So a student who meets the standard at 16
would be entitled to two free years of high school and one of college. Loans, which
can be forgiven for public service, are available for additional education beyond that.
National standards for sub-baccalaureate college-level professional and technical
degrees and certificates will be established with the participation of employers,
labor and higher education. These programs will include both academic study and
structured on-the-job training. Eighty percent or more of American high school
graduates will be expected to get some form of college degree, though most of them
less than a baccalaureate. These new professional and technical certificates and
degrees typically are won within three years of acquiring the general education
certificate, so, for most postsecondary students, college will be free. These professional
and technical degree programs will be designed to link to programs leading to
the baccalaureate degree and higher degrees. There will be no dead ends in this
system. Everyone who meets the general education standard will be able to go
to some form of college, being able to borrow all the money they need to do so,
beyond the first free year.

This idea of post-secondary professional and technical certificates captures all of the
essentials of the apprenticeship idea, while offering none of its drawbacks (see below) .
But it also makes it clear that those engaged in apprentice-style programs are getting
more than narrow training; they are continuing their education for other purposes as
well, and building a base for more education later. Clearly, this idea redefines
college. Proprietary schools, employers, and community-based organizations
will want to offer these programs, as well as community colleges and four-year

institutions, but these new entrants will have to be accredited if they are to qualify
to offer the programs.

Employers are not required to provide slots for the structured on-the-job training
component of the program but many do so, because they get first access to the
most accomplished graduates of these programs and they can use these programs to
introduce the trainees to their own values and way of doing things.

The system of skill standards for technical and professional degrees is the same
for students just coming out of high school and for adults in the workforce. It is
progressive, in the sense that certificates and degrees for the entry level jobs lead to
further professional and technical education programs at higher levels. Just as in the
case of the system for the schools, though the standards are the same everywhere
(leading to maximum mobility for students), the curricula can vary widely and
programs can be custom designed to fit the needs of full-time and part-time students
with very different requirements. Government grant and loan programs are available
on the same terms to full-time and part-time students, as long as the programs in
which they are enrolled are designed to lead to certificates and degrees defined by
the system of professional and technical standards.

The national system of professional and technical standards is designed much like the
multistate bar, which provides a national core around which the states can specify
additional standards that meet their unique needs. There are national standards and
exams for no more than 20 broad occupational areas, each of which can lead to
many occupations in a number of related industries. Students who qualify in any
one of these areas have the broad skills required by a whole family of occupations,
and most are sufficiently skilled to enter the workforce immediately, with further
occupation-specific skills provided by their union or employer. Industry and
occupational groups can voluntarily create standards building on these broad
standards for their own needs, as can the states. Students entering the system are first
introduced to very broad occupational groups, narrowing over time to concentrate on
acquiring the skills needed for a cluster of occupations. This modular system provides
for the initiative of particular states and industries while at the same time providing
for mobility across states and occupations by reducing the time and cost entailed in
moving from one occupation to another. In this way, a balance is established between
the kinds of generic skills needed to function effectively in high performance work
organizations and the skills needed to continue learning quickly and well through a
lifetime of work, on the one hand, and the specific skills needed to perform at a high
level in a particular occupation on the other.

Institutions receiving grant and loan funds under this system are required to provide
information to the public and to government agencies in a uniform format. This
information covers enrollment by program, costs and success rates for students of
different backgrounds and characteristics, and career outcomes for those students,
thereby enabling students to make informed choices among institutions based on cost
and performance. Loan defaults are reduced to a level close to zero, both because
programs that do not deliver what they promise are not selected by prospective

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students and because the new postsecondary loan system uses the IRS to collect what
is owed from salaries and wages as they are earned.

Education and Training for Employed and Unemployed Adults

<— The national system of skills standards establishes the basis for the development
of a coherent, unified training system. That system can be accessed by students
coming out of high school, employed adults who want to improve their prospects,
unemployed adults who are dislocated and others who lack the basic skills required
to get out of poverty. But it is all the same system. There are no longer any parts of
it that are exclusively for the disadvantaged, though special measures are taken to
make sure that the disadvantaged are served. It is a system for everyone, just as all
the parts of the system already described are for everyone. So the people who take
advantage of this system are not marked by it as damaged goods. The skills they
acquire are world class, clear and defined in part by the employers who will make
decisions about hiring and advancement.

<— The new general education standard becomes the target for all basic education
programs, both for school dropouts and adults. Achieving that standard is the
prerequisite for enrollment in all professional and technical degree programs. A wide
range of agencies and institutions offer programs leading to the general education
certificate, including high schools, dropout recovery centers, adult education centers,
community colleges, prisons and employers. These programs are tailored to the needs
of the people who enroll in them. All the programs receiving government grant or
loan funds that come with dropouts and adults for enrollment in programs preparing
students to meet the general education standard must release the same kind of data
required of the postsecondary institutions on enrollment, program description, cost and
success rates. Reports are produced for each institution and for the system as a whole
showing different success rates for each major demographic group.

*— The system is funded in four different ways, all providing access to the same or a
similar set of services. School dropouts below the age of 21 are entitled to the same
amount of funding from the same sources that they would have been entitled to
had they stayed in school. Dislocated workers are funded by the federal government
through the federal programs for that purpose and by state unemployment insurance
funds. The chronically unemployed are funded by federal and state funds established
for that purpose. Employed people can access the system through the requirement
that their employers spend an amount equal to 1 and 1/2 percent of their salary and
wage bill on training leading to national skill certification. People in prison could get
reductions in their sentences by meeting the general education standard in a program
provided by the prison system. Any of these groups can also use the balances in their
grant entitlement or their access to the student loan fund.

Labor Market Systems

<— The Employment Service is greatly upgraded, and separated from the Unemployment

A- 102

Insurance Fund. All available front-line jobs — whether public or private — must be
listed in it by law [this provision must be carefully designed to make sure that
employers will not be subject to employment suits based on the data produced by
this system— if they are subject to such suits, they will not participate]. All trainees
in the system looking for work are entitled to be listed in it without a fee. So it is no
longer a system just for the poor and unskilled, but for everyone. The system is fully
computerized. It lists not only job openings and job seekers (with their qualifications)
but also all the institutions in the labor market area offering programs leading to the
general education certificate and those offering programs leading to the professional
and technical college degrees and certificates, along with all the relevant data
about the costs, characteristics and performance of those programs— for everyone
and for special populations. Counselors are available to any citizen to help them
assess their needs, plan a program and finance it, and, once they are trained,
to locate available jobs.

*— A system of labor market boards is established at the local, state and federal
levels to coordinate the systems for job training, postsecondary professional and
technical education, adult basic education, job matching and counseling. The rebuilt
Employment Service is supervised by these boards. The system's clients no longer
have to go from agency to agency filling out separate applications for separate
programs. It is all taken care of at the local labor market board office by one counselor
accessing the integrated computer-based program, which makes it possible for the
counselor to determine eligibility for all relevant programs at once, plan a program
with the client and assemble the necessary funding from all the available sources. The
same system will enable counselor and client to array all the relevant program providers
side by side, assess their relative costs and performance records and determine which
providers are best able to meet the client's needs based on performance.

Some Common Features

<— Throughout, the object is to have a performance- and client-oriented system and to
encourage local creativity and responsibility by getting local people to commit to high
goals and organize to achieve them, sweeping away as much of the rules, regulations
and bureaucracy that are in their way as possible, provided that they are making
real progress against their goals. For this to work, the standards at every level of
the system have to be clear; every client has to know what they have to accomplish
in order to get what they want out of the system. The service providers have to be
supported in the task of getting their clients to the finish line and rewarded when
they are making real progress toward that goal. We would sweep away means-tested
programs, because they stigmatize their recipients and alienate the public, replacing
them with programs that are for everyone, but also work for the disadvantaged. We
would replace rules defining inputs with rules defining outcomes and the rewards for
achieving them. This means, among other things, permitting local people to combine
many federal programs as they see fit, provided that the intended beneficiaries are
progressing toward the right outcomes. We would make individuals, their families

Appendix XVIII

A- 103

and whole communities the unit of service, not agencies, programs and projects.
Wherever possible, we would have service providers compete with one another for
funds that come with the client, in an environment in which the client has good
information about the cost and performance record of the competing providers. Dealing
with public agencies — whether they are schools or the employment service — should be
more like dealing with Federal Express than with the old Post Office.

An Agenda for the Federal Government

Government at every level has an enormous potential for affecting a nation's human
capacity — from the resources it provides to nourish pregnant women to the incentives it
provides to employers to invest in the skill development of their employees. In this section we
concentrate on the role the federal government can play and largely restrict our field of vision
to elementary and secondary education, job training and labor market policy.

Everything that follows is cast in the frame of strategies for bringing the new system
described in the preceding section into being, not as a pilot program, not as a few
demonstrations to be swept aside in another administration, but everywhere, as the new
way of doing business.

The preceding section presented a vision of the system we have in mind chronologically
from the point of view of an individual served by it. Here we reverse the order, starting
with a description of program components designed to serve adults, and working our
way down to the very young.

High Skills for Economic competitiveness Program
Developing System Standards

<— Create a National Board for Professional and Technical Standards. The Board is a
private not-for-profit chartered by Congress. Its charter specifies broad membership
composed of leading figures from higher education, business, labor, government
and advocacy groups. The Board can receive appropriated funds from Congress,
private foundations, individuals and corporations. Neither Congress nor the executive
branch can dictate the standards set by the Board. But the Board is required to
report annually to the President and the Congress in order to provide for public
accountability. It is also directed to work collaboratively with the states and cities
involved in the Collaborative Design and Development Program (see below) in the
development of the standards.

*— Charter specifies that the National Board will set broad performance standards (not
time-in-the-seat standards or course standards) for postsecondary Professional and
Technical certificates and degrees at the sub-baccalaureate level, in not more than
20 areas and develops performance examinations for each. The Board is required to

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set broad standards of the kind described in the vision statement above, and is not
permitted to simply reify the narrow standards that characterize many occupations
now (more than 2,000 standards currently exist, many, for licensed occupations — these
are not the kinds of standards we have in mind) . It also specifies that the programs
leading to these certificates and degrees will combine time in the classroom with
time at the work-site in structured on-the-job training. The Board is responsible for
administering the exam system and continually updating the standards and exams.
The standards assume the existence of prerequisite world class general education
standards set by the National Board for Student Achievement Standards, described
below. The new standards and exams are meant to be supplemented for particular
occupations by the states and by individual industries and occupational groups, with
support from the National Board.

<— Legislation creating the Board is sent to the Congress in the first six months of the
administration, imposing a deadline for creating the standards and the exams within
three years of passage of the legislation.

Commentary:

The proposal reframes the Clinton apprenticeship proposal as a college program and
establishes a mechanism for setting the standards for the program. The unions are
very concerned that the new apprenticeships will be confused with the established
registered apprenticeships. Focus groups conducted by Jobs for the Future and others
show that parents everywhere want their kids to go to college, not to be shunted aside
into a non-college apprenticeship "vocational" program. By requiring these programs
to be a combination of classroom instruction and structured OJT, and creating a
standard-setting board that includes employers and labor, all the objectives of the
apprenticeship idea are achieved, while at the same [time], assuring much broader
support for the idea, as well as a guarantee that the program will not become too
narrowly [focussed] on particular occupations. It also ties the Clinton apprenticeship
idea to the Clinton college funding proposal in a seamless web. Charging the Board
with creating not more than 20 certificate or degree categories establishes a balance
between the need to create one national system on the one hand with the need to avoid
creating a cumbersome and rigid national bureaucracy on the other. This approach
provides lots of latitude for individual industry groups, professional groups and state
authorities to establish their own standards, while at the same time avoiding the chaos
that would surely result if they were the only source of standards. The bill establishing
the Board should also authorize the executive branch to make grants to industry
groups, professional societies, occupational groups and states to develop their own
standards and exams. Our assumption is that the system we are proposing will be
managed so as to encourage the states to combine the last two years of high school and
the first two years of community college into three-year programs leading to college
degrees and certificates. Proprietary institutions, employers and community-based
organizations could also offer these programs, but they would have to be accredited to
offer these college-level programs. Eventually, students getting their general education
certificates might go directly to community college or to another form of college, but

Appendix XVIII

A-105

the new system should not require that.
Collaborative Design and Development Program

The object is to create a single comprehensive system for professional and technical education
that meets the requirements of everyone from high school students to skilled dislocated
workers, from the hard core unemployed to employed adults who want to improve their
prospects. Creating such a system means sweeping aside countless programs, building new
ones, combining funding authorities, changing deeply embedded institutional structures, and
so on. The question is how to get from where we are to where we want to be. Trying to ram
it down everyone's throat would engender overwhelming opposition. Our idea is to draft
legislation that would offer an opportunity for those states— and selected large cities— that are
excited about this set of ideas to come forward and join with each other and with the federal
government in an alliance to do the necessary design work and actually deliver the needed
services on a fast track. The legislation would require the executive branch to establish a
competitive grant program for these states and cities and to engage a group of organizations
to offer technical assistance to the expanding set of states and cities engaged in designing
and implementing the new system. This is not the usual large scale experiment nor is it
a demonstration program, but a highly regarded precedent exists for this approach in the
National Science Foundation's SSI program. As soon as the first set of states is engaged,
another set would be invited to participate, until most or all of the states are involved. It is a
collaborative design, rollout and scale-up program. It is intended to parallel the work of the
National Board for Professional and Technical Standards, so that the states and cities (and
all their partners) would be able to implement the new standards as soon [as] they become
available, although they would be delivering services on a large scale before that happened.
Thus, major parts of the whole system would be in operation in a majority of the states
within three years from the passage of the initial legislation. Inclusion of selected large cities
in this design is not an afterthought. We believe that what we are proposing here for the
cities is the necessary complement to a large scale job-creation program for the cities.
Skill development will not work if there are no jobs, but job development will not work
without a determined effort to improve the skills of city residents. This is the skills
development component.

■^-Participants

—Volunteer states, counterpart initiative for cities.

—15 states, 15 cities selected to begin in the first year, 15 more in each
successive year.

— 5 year grants (on the order of $20 million per year to each state, lower amounts
to the cities) given to each, with specific goals to be achieved by the third year;
including program elements in place (e.g., upgraded employment service), number
of people enrolled in new professional and technical programs, and so on[.]

<— Criteria for Selection

— A core set of High Performance Work Organization firms willing to participate in
standard setting and to offer training slots and mentors.

—Strategies for enriching existing coop ed, tech prep, other programs to meet
the criteria.

— Commitment to implementing new general education standard in legislation.

— Commitment to implementing the new Technical and Professional skills
standards for college.

— Commitment to developing an outcome- and performance-based system for
human resources development.

— Commitment to new role for employment service.

— Commitment to join with others in national design and implementation
activity.

Clients

Young adults entering workforce.

Dislocated workers.

Long term unemployed.

Employed who want to upgrade skills.

Program Components

— Institute own version of state and local labor market boards. Local labor market
boards to involve leading employers, labor representatives, educators and advocacy
group leaders in running the redesigned employment service, running intake
system for all clients, counseling all clients, maintaining the information system
that will make the vendor market efficient and organizing employers to provide job
experience and training slots for school youth and adult trainees.

— Rebuild employment service as a primary function of labor market boards.

—Develop programs to bring dropouts and illiterate up to general education
certificate standard. Organize local alternative providers and firms to provide
alternative education, counseling, job experience and placement services to
these clients.

— Develop programs for dislocated workers and hard-core unemployed (see
below) .

Appendix XVIII

A- 107

— Develop city- and state-wide programs to combine the last two years of high school
and the first two years of college into three year programs after acquisition of the
general education certificate to culminate in college certificates and degrees. These
programs should combine academics and structured on-the-job training.

— Develop uniform reporting system for providers, requiring them to provide
information in that format on characteristics of clients, their success rates by
program, and the costs of those programs. Develop computer-based system for
combining this data at local labor market board offices with employment data from
[the] state so that counselors and clients can look at programs offered by colleges
and other vendors in terms of cost, client characteristics, program design, and
outcomes, including subsequent employment histories for graduates.

— Design all programs around the forthcoming general education standards
and the standards to be developed by the National Board for Professional and
Technical Standards.

— Create statewide program of technical assistance to firms on high performance
work organization and to help them develop quality programs for participants in
Technical and Professional certificate and degree programs (it is essential that these
programs be high quality, nonbureaucratic and voluntary for the firms) .

— Participate with other states and the national technical assistance program
in the national alliance effort to exchange information and assistance among
all participants.

<— National Technical Assistance to Participants

— Executive branch authorized to compete [for] opportunity to provide the following
services (probably using a Request For Qualifications) .

— State-of-the art assistance to the states and cities related to the principal program
components (e.g.; work reorganization, training, basic literacy, funding systems,
apprenticeship systems, large scale data management systems, training systems
for the human resources professionals who make the whole system work, etc.).
A number of organizations would be funded. Each would be expected to provide
information and direct assistance to the states and cities involved, and to coordinate
their efforts with one another.

— It is essential that the technical assistance function include a major professional
development component to make sure the key people in the states and cities upon
whom success depends have the resources available to develop the high skills
required. Some of the funds for this function should be provided directly to the
states and cities, some to the technical assistance agency.

— Coordination of the design and implementation activities of the whole consortium,

A- 108

documentation [of] results, preparation of reports, etc. One organization would
be funded to perform this function.

Dislocated Workers Program

<— New legislation would permit combining all dislocated workers programs at a
redesigned employment service office. Clients would, in effect, receive vouchers
for education and training in amounts determined by the benefits for which they
qualify. Employment service case managers would qualify client workers for benefits
and assist the client in the selection of education and training programs offered
by provider institutions. Any provider institutions that receive funds derived from
dislocated worker programs are required to provide information on costs and
performance of programs in uniform format described above. This consolidated and
voucherized dislocated workers program would operate nationwide. It would be
integrated with the Collaborative Design and Development Program in those states
and cities in which that program functioned. It would be built around the general
education certificate and the Professional and Technical Certificate and Degree
Program as soon as those standards were in place. In this way, programs for dislocated
workers would be progressively and fully integrated with the rest of the national
education and training system.

Levy-Grant System

<— This is the part of the system that provides funds for currently employed people
to improve their skills. Ideally, it should specifically provide means whereby
front-line workers can earn their general education credential (if they do not
already have one) and acquire Professional and Technical Certificates and degrees
in fields of their choosing.

<— Everything we have heard indicates virtually universal opposition in the employer
community to the proposal for a 1 and 1/2 percent levy on employers for training to
support the costs associated with employed workers gaining these skills, whatever
the levy is called. The President may choose to press forward with the proposal
nevertheless. Alternatively, he could take a leaf out of the German book. One of the
most important reasons that large German employers offer apprenticeship slots to
German youngsters is that they fear, with good reason, that if they don't volunteer to
do so, the law will require it. The President could gather a group of leading executives
and business organization leaders, and tell them straight out that he will hold back on
submitting legislation to require a training levy, provided that they commit themselves
to a drive to get employers to get their average expenditures on front-line employee
training up to two percent of front-line employee salaries and wages within two years.
If they have not done so within that time, then he will expect their support when
he submits legislation requiring the training levy. He could do the same thing with
respect to slots for structured on-the-job training.

Loan/Public Service Program

Appendix XVIII

A- 109

<— This proposal was a keystone of the Clinton campaign. Because we assumed that
it is being designed by others, we did not focus on its details. From everything we
know about it, however, it is entirely compatible with the rest of what is proposed
here. What is, of course, especially relevant here is that our reconceptualization of
the apprenticeship proposal as a college level education program, combined with our
proposal that everyone who gets the general education credential be entitled to a free
year of higher education (combined federal and state funds) will have a decided impact
on the calculations of cost for the college loan/public service program.

Assistance for Dropouts and the Long-Term Unemployed

The problem of upgrading the skills of high school dropouts and the adult hard core
unemployed is especially difficult. It is also at the heart of the problem of our inner cities. All
the evidence indicates that what is needed is something with all the important characteristics
of a non-residential Job Corps-like program. The problem with the Job Corps is that it is
operated directly by the federal government and is therefore not embedded at all in the
infrastructure of local communities.

The way to solve this problem is to create a new urban program that is locally — not
federally — organized and administered, but which must operate in a way that uses something
like the federal standards for contracting for Job Corps services. In this way, local employers,
neighborhood organizations and other local service providers could meet the need, but
requiring local authorities to use the federal standards would assure high quality results.
Programs for high school dropouts and the hard core unemployed would probably have to be
separately organized, though the services provided would be much the same. Federal funds
would be offered on a matching basis with state and local funds for this purpose. These
programs should be fully integrated with the revitalized employment service. The local labor
market board would be the local authority responsible for receiving the funds and contracting
with providers for the services. It would provide diagnostic, placement and testing services.
We would eliminate the targeted jobs credit and use the money now spent on that program
to finance these operations. Funds can also be used from the JOBS program in the Welfare
Reform Act. This will not be sufficient, however, because there is currently no federal money
available to meet the needs of hard-core unemployed males (mostly Black) and so new
monies will have to be appropriated for that purpose.

Elementary and Secondary Education Program

The situation with respect to elementary and secondary education is very different from adult
education and training. In the latter case, a new vision and a whole new structure is required.
In the former, there is increasing acceptance of a new vision and structure among the public
at large, within the relevant professional groups and in Congress. There is also a lot of existing
activity on which to build. So our recommendations here are rather more terse than in the
case of adult education and training.

The general approach here is parallel to the approach described for the High Skills for Economic

A- 110

Competitiveness Program. Here, too, we start with standards. And we propose a collaborative program with
the states and with the major cities (adding, in this case, areas suffering from rural poverty) that provides
an opportunity for those that wish to do so to participate in a staged, voluntary and progressive implemen-
tation of the new system. The parallelism is deliberate. Some states and cities may wish to participate in
both programs, developing the whole system at once, others in only one. Much of what we propose can be
accomplished through revisions to the conference report on S2 and HR 4323, recently defeated on a cloture
vote in the Congress. Solid majorities were behind the legislation in both houses of Congress.

Standard Setting

Legislation to accelerate the process of national standard setting in education was contained in the con-
ference report on S2 and HR 4323. The new administration should support the early introduction of this
legislation to create a National Board for Student Achievement Standards. The Board should be established
as an independent not-for-profit organization chartered by the United States Congress. The charter should
establish a self-perpetuating board of trustees for the Board that is broadly representative of the American
people, including representation of general government at all levels, education, employers, labor, child
advocacy groups and the general public. It should be eligible to receive funds from private foundations,
government (including funds directly appropriated by the Congress), corporations and individuals. It
should be charged with coming to a consensus on content standards for the core subjects in elementary
and secondary education and for work-related skills. We do not believe that it should be charged with
developing a national examination system, but that funds should be appropriated by the Congress to enable
the Executive Branch to provide support to a variety of groups that come forward to implement examina-
tion systems based on the standards established by the Board. The Board should be required to report
annually to the Congress and the public, whether or not it receives Congressional appropriations.

Systemic Change in Public Education: A Collaborative Design
and Development Program

As we noted above, the conference report on S2 and HR 4323 contained a comprehensive program to
support systemic change in public education upon which we would build. Here again, we would invite
the states to submit proposals in a competitive grant program on the same principles and for the same
reasons we suggested that approach above. Each year, additional states— and, in this case, major cities
and poor rural areas — would be added to the network. Here again, most of the existing rules and regula-
tions affecting relevant federal education programs would be waived, save for those relating to health,
public safety and civil rights, and the participants would be expected to specify objectives for specific
demographic groups of students and to make steady progress toward their achievement as a condition of
remaining in the program. While the participants would have a lot of latitude in constructing a strategy
that fits their particular context, that strategy would have to show how they planned to:

• Implement an examination system related to the standards development by the National Board.

• Empower school staff to make the key decisions as to how the students will meet those stan-
dards.

• Provide curricular resources to the school staffs related to the new standards and examinations.

Appendix XVIII

A- 111

• Reorganize pre-service and in-service professional development programs to support the develop-
ment of the skills necessary to bring all students up to the new standards.

• Reorganize the delivery of health and social services to children and their families so as to support
students and the school faculties.

• Deploy advanced technologies to support the learning of students in and out of school.

• Restructure the organization and management of public elementary and secondary education on the
principles of modern quality management, empowering school staff, reducing intermediate layers
of bureaucracy and the burden of rules and regulations from the state, the board of education and
the unions and holding school staff accountable for student progress.

Funds provided by this program could be used for professional development, to provide critically needed
"glue" support to weld together activities consistent with the purposes of the program, and to provide student
services. But funds for direct student services could be used only for services rendered before and after the
regular school day, on weekends and during vacation periods. States receiving funds under this program
would have to provide relief from regulation comparable to that provided by the federal government.

Federal Programs for the Disadvantaged

• The established federal education programs for the disadvantaged need to be thoroughly overhauled
to reflect an emphasis on results for the students rather than compliance with the regulations. A
national commission on Chapter 1, the largest of these programs, chaired by David Hornbeck, has
designed a radically new version of this legislation, with the active participation of many of the
advocacy groups. Other groups have been similarly engaged. We think the new administration should
quickly endorse the work of the national commission and introduce its proposals early next year. It
is unlikely that this legislation will pass before the deadline — two years away — for the reauthoriza-
tion of the Elementary and Secondary Education Act, but early endorsement of this new approach
by the administration will send a strong signal to the Congress and will greatly affect the climate
in which other parts of the act will be considered.

Public Choice, Technology, Integrated Health and Human Services, Curriculum Resources, High Per-
formance Management, Professional Development and Research and Development

• The restructuring of the schools that we envision is not likely to succeed unless the schools have a
lot of information about how to do it and real assistance in getting it done. The areas in which this
help is needed are suggested by the heading for this section.

[Ed. Note: This is one of the most significant reports to which we've had access. It calls for a complete
change in our form of government, education and opportunity to pursue individual life choices. At the
time of the publication of this document the following people were serving on the Board of Trustees of the
National Center on Education and the Economy. Many of these names will be familiar and significant as
the reader relates them to proposals for change and reform.

A- 11 2

NATIONAL CENTER ON EDUCATION
AND THE ECONOMY
BOARD OF TRUSTEES

Mario M. Cuomo, Honorary Chairman

Governor

State of New York

John Sculley, Chairman

Chairman, President and Chief Executive Officer
Apple Computer, Inc.

James B. Hunt, Jr., Vice-Chairman
Partner

Poyner & Spruill

R. Carlos Carballada, Treasurer
Vice-Chancellor

New York State Board of Regents
President and Chief Executive Officer
Central Trust Company

Marc S. Tucker, President

National Center on Education and the Economy

Anthony P. Carnevale

Vice President of National Affairs and Chief Economist
American Society for Training and Development

Sarah H. Cleveland

Law Student
Yale Law School

Hillary Rodham Clinton

Partner

Rose Law Firm

Thomas W. Cole, Jr.

President

Clark Atlanta University

VanBuren N. Hansford, Jr.

President

Hansford Manufacturing Corporation

Louis Harris

Chief Executive Officer
Louis Harris and Associates

Barbara R. Hatton

Deputy Director

Education and Culture Program

The Ford Foundation

Guilbert C. Hentschke

Dean

School of Education

University of Southern California

Vera Katz

Speaker of the House

Oregon House of Representatives

Thomas H. Kean

President
Drew University

Arturo Madrid

President

The Thomas Rivera Center

Ira C. Magaziner

President
SJS, Inc.

Shirley M. Malcolm

Head

Directorate of Education and Human Resources
American Association for the Advancement of Science

Ray Marshall

Chair in Economics and Public Affairs
L.B.J. School of Public Affairs
University of Texas at Austin

Peter Mc Walters

Superintendent

Rochester City School District

Richard P. Mills

Commissioner of Education
State of Vermont

Philip H. Power

Chairman

Suburban Communications Corporation

Lauren B. Resnick

Director

Learning Research and Development Center
University of Pittsburgh

David Rockefeller, Jr.

Vice Chairman

Rockefeller Family & Associates

Adam Urbanski

President

Rochester Teachers' Association

Robert F. Wagner, Jr.

President

New York City Board of Education
Kay R. Whitmore

Chairman, President, and Chief Executive Officer
Eastman Kodak Company]

Appendix XIX

"Taxonomy"

Excerpts from a newsletter from an Education Researcher, 1 written in 1980.

1980: Mrs. Margaret Oda of the Hawaii Department of Education mentioned that much help
had come in Hawaii's curriculum from Madelyn Hunter's Elementary Laboratory School at
the University of California, at Los Angeles. The Publisher of this newsletter wrote Madelyn
Hunter and obtained data on her teaching concepts. In the material which she sent to us, the
elusive term "Taxonomy" surfaced once again. On page 2 of "Audio Visual Materials" which
she sent, two films are listed:

Item 2: "Objectives in the Cognitive Domain." In a clear and comprehensive language Dr.
Hunter teaches the 6 levels of Bloom's Taxonomy Of Educational Objectives: Handbook I:
Cognitive Domain.

Item 3: "Objectives in the Affective Domain. " With remarkable clarity Dr. Hunter teaches the
Krathwohl Taxonomy of Educational Objectives: Handbook IT. Affective Domain.

Once again, as Taxonomy emerged, the Publisher of this newsletter decided it was time to
see what the educational Master Planners had in mind for America's children. In the material
which follows, we will focus our attention mostly on the Affective Domain since space does
not allow us to consider all three domains. And, because from a relevant standpoint, it is the
Affective Domain which should receive our immediate attention, since that is one of the domains
which [our state's] own Accountability Resolution embraces. We have read many descriptions
from many articles of Taxonomy, but after reading the plan itself felt actual excerpts were the
only way to do justice to a plan which otherwise might have been cast off as a figment of our
imagination. Excerpts from [Taxonomy of Educational Objectives] Handbook II follow:

A- 11 3

A- 11 4

The three domains of the Taxonomy:

I. COGNITIVE: Objectives which emphasize remembering or reproducing something
which has presumably been learned, as well as objectives which involve solving of some
intellective task for which the individual has to determine the essential problem and then
reorder given material or combine it with ideas, methods, or procedures previously learned.
Cognitive objectives vary from simple recall of material learned to highly original and
creative ways of combining and synthesizing new ideas and materials. We found that the
largest proportion of educational objectives fell into this domain.

II. AFFECTIVE: Objectives which emphasize a feeling tone, an emotion, or a degree
of acceptance or rejection. Affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and conscience. We
found a large number of such objectives in the literature expressed as interests, attitudes,
appreciations, values, and emotional sets or biases.

III. PSYCHOMOTOR: Objectives which emphasize some muscular or motor skills,
some manipulation of material objects, or some act which requires a neuromuscular
co-ordination. We found few such objectives in the literature. When found, they were
most frequently related to handwriting and speech and to physical education, trade,
and technical courses.

...A much more serious reason for the hesitation in the use of affective measures
for grading purposes comes from somewhat deeper philosophical and cultural values.
Achievement, competence, productivity, etc., are regarded as public matters. Honors are
awarded for high achievement, honor lists may be published by the Dean, and lists of
National Merit Scholarship winners may be printed in newspapers. In contrast, one's
beliefs, attitudes, values and personality characteristics are more likely to be regarded as
private matters, except in the most extreme instances already noted. My attitudes toward
God, home, and family are private concerns, and this privacy is generally respected. My
political attitudes are private. I may reveal them if I wish, but no one can force me to do so.
In fact, my voting behavior is usually protected from public view. Each man's home is his
castle, and his interests, values, beliefs and personality may not be scrutinized unless he
voluntarily gives permission to have them revealed. This public-private status of cognitive
vs. affective behaviors is deeply rooted in the Judeo-Christian religion and is a value highly
cherished in the democratic traditions of the Western World.

Closely linked to this private aspect of affective behavior is the distinction frequently
made between education and indoctrination in a democratic society. Education opens up
possibilities for free choice and individual decision. Education helps the individual to
explore many aspects of the world and even his own feelings and emotion, but choice
and decision are matters for the individual. Indoctrination, on the other hand, is viewed
as reducing the possibilities of free choice and decision. It is regarded as an attempt to
persuade and coerce the individual to accept a particular viewpoint or belief, to act in a
particular manner, and to profess a particular value and way of life.

THE CONTRIBUTIONS OF A TAXONOMY OF AFFECTIVE OBJECTIVES

If affective objectives and goals are to be realized, they must be defined clearly;
learning experiences to help the student develop in the desired direction must be provided;
and there must be some systematic method for appraising the extent to which students
grow in the desired ways.

Appendix XIX

A-

...The more we carefully studied the components... the clearer it became that
a continuum might be derived by appropriately ordering them. Thus the continuum
progressed from [to] a level at which the individual is merely aware of a phenomenon,
being able to perceive it. At a next level he is willing to attend to phenomena. At a next
level he responds to the phenomena with a positive feeling. Eventually he may feel strongly
enough to go out of his way to respond. At some point in the process he conceptualizes
his behavior and feelings and organizes these conceptualizations into a structure. This
structure grows in complexity as it becomes his life outlook.

This ordering of the components seemed to describe a process by which a given
phenomenon or value passed from a level of bare awareness to a position of some power
to guide or control the behavior of the person. If it is passed through all the stages in which
it played an increasingly important role in a person's life it would come to dominate and
control certain aspects of that life as it was absorbed more and more into the internal
controlling structure. This process of continuum seemed best described by a term which
was heard at various times in our discussions and which has been used similarly in
the literature: "internalization." This word seemed an apt description of the process
by which the phenomenon of value successively and pervasively become a part of
the individual.

INTERNALIZATION: ITS NATURE

English and English (1958) define it as "incorporating something within the mind or
body; adopting as one's own the ideas, practices, standards, or values of another person
or of society" (p. 272).

...Thus in the Taxonomy, internalization is viewed as a process through which there is
at first an incomplete and tentative adoption of only the overt manifestations of the desired
behavior and later a more complete adoption.

. . .The term is a close relative of the term "socialization," which, though it is often used
as a synonym... [properly means]... "conformity in outward behavior without necessarily
accepting the values." They define socialization as "the process whereby a person...
acquires sensitivity to social stimuli... and learns to get along with, and to behave like
others in his group or culture."... (p. 508)

English and English's concept of socialization helps to define a portion of the
content of the affective domain — that which is internalized.... [T]his definition must
be interpreted broadly since "sensitivity to social stimuli" must include the arts as
well as others' behavior.

This definition suggests that the culture is perceived as the controlling force in the
individual's actions.... [0]ur schools, in their roles as developers of individualism and
as change agents in the culture, are not solely concerned with conformity.... The term
"internalization" by referring to the process through which values, attitudes, etc., in general
are acquired, is thus broader than socialization, which refers only to the acceptance of the
contemporary value pattern of the society.

...The term "internalization" refers to this inner growth which takes place as there is
"acceptance by the individual of the attitudes, codes, principles, or sanctions that become a
part of himself in forming value judgments or in determining his conduct."...

Kelman (1958) used the term "internalization" in describing a theory of attitude
change. He distinguished three different processes (compliance, identification, and
internalization) by which an individual accepts influence or conforms. These three
processes are defined as follows:

[1] Compliance can be said to occur when an individual accepts influence because
he hopes to achieve a favorable reaction from another person or group. He adopts

A- 11 6

the induced behavior not because he believes in its content but because he
expects to gain specific rewards or approval and avoid specific punishments or
disapproval by conforming.

[2] Identification can be said to occur when an individual accepts influence because
he wants to establish or maintain a satisfying relationship to another person or
group (e.g., teacher or other school authority).... The individual naturally believes
in the response which he adopts through identification.... The satisfaction from
identification is due to the act of conforming as such.

[3] Internalization can be said to occur when an individual accepts influence
because the content of the induced behavior — the ideas and actions of which it is
composed — is intrinsically rewarding. He adopts the induced behavior because it
is congruent with his value system.... Behavior adopted in this fashion tends to be
integrated with the individual's existing values. Thus, the satisfaction derived from
internalization is due to the content of the new behavior.

...The Taxonomy uses the term "internalization" to encompass all three of Kelman's
terms, recognizing them as different stages in the internalization process.

A NEW LOOK AT CURRICULUM, EVALUATION, AND RESEARCH (Chapter 6)

...The Taxonomy has been used by teachers, curriculum builders, and educational
research workers as one device to attack the problems of specifying in detail the expected
outcomes of the learning process. When educational objectives are stated in operational and
detailed form, it is possible to make appropriate evaluation instruments and to determine,
with some precision, which learning experiences are likely to be of value in promoting the
development of the objective and which are likely to be of little or no value.

It is this increased specificity which we hope will be prompted by the Affective
Domain part of the Taxonomy.... If affective objectives can be defined with appropriate
precision, we believe it may be no more difficult to produce changes in students in this
domain than in the cognitive domain.

...The securing of the appropriate responses from the individual... requires that the
new cues and stimuli be received under conditions that make it easy for the individual to
respond and give him satisfaction from the act of responding....

However, as we turn to the objectives which go beyond merely receiving or responding
to stimuli and cues, we find that the development of learning experiences that are
appropriate requires far more effort and far more complex sets of arrangements than are
usually provided in particular classroom lessons and sessions....

...It is to be expected that some objectives may take several years to be reached to a
significant degree.... The ordering of objectives is of importance in both domains, but we
regard it as of prime importance in the affective domain.

. . .Some objectives, particularly the complex ones at the top of the affective continuum,
are probably attained as the product of all, or at least a major portion, of a student's years
in school. Thus, measures of a semester's or year's growth would reveal little change.
This suggests that an evaluation plan covering at least several grades and involving the
coordinated efforts of several teachers is probably a necessity. A plan involving all the
grades in a system is likely to be even more effective. Such efforts would permit gathering
longitudinal data on the same students so that gains in complex objectives would be
measurable.... If we are serious about attaining complex affective objectives, we shall
have to build coordinated evaluation programs that trace the successes and failures of
our efforts to achieve them.

Achievement of Affective Objectives and Behaviors

Appendix XIX

A- 11 7

...For any major reorganization of actual practices and responses to take place, the
individual must be able to examine his own feelings and attitudes on the subject, bring
them out into the open, see how they compare with the feelings and views of others,
and move from an intellectual awareness of a particular behavior or practice to an actual
commitment to the new practice....

What is suggested here, if specific changes are to take place in the learners, is that
the learning experiences must be of a two-way nature in which both the students and
teachers are involved in an interactive manner, rather than having one present something
to be "learned" by the other.

A. . . finding is emerging from the study of enrichment of educational opportunities in
the New York public schools, which has been termed "Higher Horizons" (Mayer 1961)....
The significant thing to remember in this very ambitious project is that the major impact of
the new program is to develop attitudes and values toward learning which are not shared
by the parents and guardians or by the peer group in the neighborhood. There are many
stories of the conflict and tension that these new practices are producing between parents
and children. There is even more conflict between the students and the members of their
peer groups who are not participating in the special opportunities. The effectiveness of this
new set of environmental conditions is probably related to the extent to which the students
are "isolated" from both the home and peer group during this period of time. It is unlikely
that such "separation" from the home and peer group would take place after the age of
sixteen and seventeen. And it is also likely that the earlier new environments are created,
the more effective they will be.

From the operational point of view and from the research point of view, it does
seem clear that, to create effectively a new set of attitudes and values, the individual
must undergo great reorganization of his personal beliefs and attitudes, and he must
be involved in an environment which in many ways is separated from the previous
environment in which he has developed.

...[T]he changes produced in such a general academic atmosphere which is not
deliberately created are probably of smaller magnitude than the changes produced where
the entire environment is organized (deliberately or not) with a particular theme at work.
In summary, we find that learning experiences which are highly organized and interrelated
may produce major changes in behavior related to complex objectives in both the cognitive
and affective domains. Such new objectives can best be attained where the individual
is separated from earlier environmental conditions and when he is in association with
a group of peers who are changing in much the same direction and who thus tend
to reinforce each other.

In his studies of stability and change in various characteristics, Bloom (1964) finds
that the individual is more open to some of these major changes earlier in the growth
period than later.... The evidence points quite convincingly to the fact that age is a factor
operating against attempts to effect a complete or thorough-going reorganization of attitudes
and values.... It is quite possible that the adolescent period, with its biological and other
modifications, is a stage in which more change can be produced than in many other periods
of the individual's career.... [Tjhere is an increasing stability of interests in the age period of
about ten to fifteen and that appropriate learning experiences and counseling and guidance
may do much to develop different kinds of interests.

Some Additional Research Problems

...[Bloom] has been attempting to do research on what might be called "peak learning
experiences." ...[T]he evidence collected so far suggests that a single hour of classroom
activity under certain conditions may bring about a major reorganization in cognitive as well

A- 11 8

as affective behaviors. ... It may very well help us to understand some of the conditions that
are necessary for major changes in learners in affective objectives....

Allport (1954) emphasizes the basic reorganization that must take place in the
individual if really new values and character traits are to be formed. We are of the opinion
that as we come to understand this process we may find ways of helping bring about major
changes in the affective domain with less in the way of trauma and conflict than now
seems to be the case. Is it possible for individuals to take on the new without rejecting
the old? Is it possible that programs of the Higher Horizons type (Mayer, 1961) help
individuals become motivated toward higher education and the new values involved
in academic work without at the same time bringing about great conflict and tension
between the individual and his home?

...However, back of all the more operational and psychological problems is the basic
question of what changes are desirable and appropriate. Here is where the philosopher
and behavioral scientist must find ways of determining what changes are desirable and
what changes are necessary.... It is not enough merely to desire a new objective or to wish
others to be molded in the image that we find desirable or satisfactory.... New objectives
are important, but they must be thought through very carefully, and all must be willing to
pay the price if they are to be obtained.

...Can the schools take the initiative in the affective domain, or must they approach
it with great caution and hesitation? We leave this problem to the curriculum makers, the
educational philosophers, and the social and political forces which may or may not make
certain objectives clearly desirable and even necessary.

The Affective domain is, in retrospect, a virtual "Pandora's Box.". . . We are not entirely
sure that opening our "box" is necessarily a good thing; we are certain that it is not likely
to be a source of peace and harmony among the members of the school staff, [but] our
"box" must be opened if we are to face reality and take action.

It is in this "box" that the most influential controls are to be found. The affective
domain contains the forces that determine the nature of an individual's life and
ultimately the life of an entire people.... Education is not the rote memorization of
meaningless material to be regurgitated on an examination paper. Perhaps the two
Taxonomy structures may help us to see the awesome possibilities of the relations
between students-ideas-teachers.

The Philosophy... The Commitment

...Erikson describes the achievement of integrity, which is the hallmark of maturity as: "the
age's accrued assurance of its proclivity for order and meaning. It is a post-narcissistic love
of the human ego — not of the self — as an experience which conveys some world order and
spiritual sense no matter how dearly paid for. It is the acceptance of one's one and only
life cycle as something that had to be and that, by necessity, permitted of no substitutions;
it thus means a new, a different love of one's parents.... Although aware of the relativity
of all the various lifestyles which have given meaning to human striving, the possessor of
integrity is ready to defend the dignity of his own lifestyle against all physical and economic
threats. For he knows that an individual life is the accidental coincidence of but one life
cycle with but one segment of history; and that for him all human integrity stands
or falls with the one style of integrity of which he partakes. The style of integrity
developed by his culture or civilization thus becomes the "Patrimony of his soul,"
the seal of his moral paternity of himself. Before this final solution, death loses its
sting (Erikson, p. 232)....

Appendix XIX

A-

A Condensed Version of the Affective Domain
of the Taxonomy of Educational Objectives

1.0 Receiving (Attending)

At this level we are concerned that the learner be sensitized in the existence of certain
phenomena and stimuli; that is, that he be willing to receive or to attend to them. This is
clearly the first and crucial step if the learner is to be properly oriented to learn what the
teacher intends that he will.... Because of previous experience (formal or informal), the
student brings to each situation a point of view or set which may facilitate or hinder his
recognition of the phenomena to which the teacher is trying to sensitize him.

1.1 Awareness

Awareness is almost a cognitive behavior.... [W]e are not so much concerned with
a memory of, or ability to recall, an item or fact as we are that, given appropriate
opportunity, the learner will merely be conscious of something.

1.2 Willingness to Receive

In this category we have come a step up the ladder.... At a minimum level, we
are here describing the behavior of being willing to take notice of the phenomena
and give it his attention.

1.3 Controlled or Selected Attention

In some instances it may refer not so much to the selectivity of attention as to
the control of attention, so that when certain stimuli are present they will be
attended to. There is an element of the learner's controlling the attention here,
so that the favored stimulus is selected and attended to despite competing and
distracting stimuli.

2.0 Responding

. . .This is a very low level of commitment, and we would not say at this level that this was "a
value of his" or that he had "such-and-such an attitude."... [W]e could say that he is doing
something with or about the phenomena besides merely perceiving it....

...Most commonly we use the term to indicate the desire that a child become
sufficiently involved in or committed to a subject, phenomenon, or activity that he will seek
it out and gain satisfaction from working with it or engaging in it.

2.1 Acquiescence in Responding

We might use the word "obedience" or "compliance" to describe this behavior....
The student makes the response, but he has not fully accepted the necessity
for doing so.

2.2 Willingness to Respond

...There is the implication that the learner is sufficiently committed to exhibiting
the behavior that he does so not just because of a fear of punishment, but "on his
own" or voluntarily. It may help to note that the element of resistance or of yielding
unwillingly, which is possibly present at the previous level, is here replaced with
consent of proceeding from one's own choice.

2.3 Satisfaction in Response

The additional element in the step beyond the Willingness to Respond level, the
consent, the assent to responding, or the voluntary response, is that the behavior
is accompanied by a feeling of satisfaction, an emotional response, generally of
pleasure, zest, or enjoyment.... Just where in the process of internalization the
attachment of an emotional response, kick, or thrill to a behavior occurs has
been hard to determine.

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3.0 Valuing

This is the only category headed by a term which is in common use in the expression of objectives
by teachers. Further, it is employed in its usual sense: that a thing, phenomenon, or behavior has
worth. This abstract concept of worth is in part a result of the individual's own valuing or assess-
ment, but it is much more a social product that has been slowly internalized or accepted and has
come to be used by the student as his own criterion of worth....

...At this level, we are not concerned with the relationships among values but rather with the
internalization of a set of specified ideas, values.... [T]he objectives classified here are the prime
stuff from which the conscience of the individual is developed into active control of behavior.

3.1 Acceptance of Value

The term "belief," which is defined as "the emotional acceptance of a proposition or doc-
trine upon what one implicitly considers adequate ground" (English & English, 1958, p. 64),
describes quite well what may be thought of as the dominant characteristic here.... One of
the distinguishing characteristics of this behavior is consistency of response. It is consistent
enough so that the person is perceived by others as holding the belief or value.... [H]e is both
sufficiently consistent that others can identify the value, and sufficiently committed that he is
willing to be so identified.

3.2 Preference for a Value

...Behavior at this level implies not just the acceptance of a value to the point of being willing
to be identified with it, but the individual is sufficiently committed to the value to pursue it,
to seek it out, to want it.

3.3 Commitment

...In some instances this may border on faith, in the sense of it being firm emotional accep-
tance of a belief upon admittedly non-rational grounds. Loyalty to a position, group, or cause
would also be classified here.

The person who displays behavior at this level is clearly perceived as holding the value. ...
He tries to convince others and seeks converts to his cause.... There is a tension here which
needs to be satisfied; action is the result of an aroused need or drive. There is a real motiva-
tion to act out the behavior.

4.0 Organization

As the learner successively internalizes values, he encounters situations for which more than one
value is relevant. Thus, necessity arises for a) organization of the values into the system, b) the
determination of the interrelationships among them, and c) the establishment of the dominant and
pervasive ones.... This category is intended as the proper classification for objectives which describe
the beginnings of the building of a value system.

4.1 Conceptualization of a Value

...This permits the individual to see how the value relates to those that he already holds or to
new ones that he is coming to hold.

4.2 Organization of a Value System

Objectives properly classified here are those which require the learner to bring together a com-
plex of values, possibly disparate values, and to bring these into an ordered relationship with
one another.... This is, of course, the goal of such objectives, which seek to have the student
formulate a philosophy of life.

5.0 Characterization by a Value or Value Complex

At this level of internalization the values already have a place in the individual's value hierarchy, are
organized into some kind of internally consistent system, have controlled the behavior of the individual
for a sufficient time that he has adapted to behaving this way; and an evocation of the behavior no
longer arouses emotion or affect except when the individual is threatened or challenged.

5.1 Generalized Set

The generalized set is that which gives an internal consistency to the system of attitudes and
values at any particular moment.... It is a persistent and consistent response to a family of
related situations or objects.

5.2 Characterization

Appendix XIX

A- 121

...[T]he peak of the internalization process.... Thus, here are found those objectives
which concern one's view of the universe, one's philosophy of life, one's "Weltanschau-
ung" — a value system having as its object the whole of what is known or knowable.

As the title of the category implies, these objectives are so encompassing that
they tend to characterize the individual almost completely.

Endnote:

1. The researcher who produced this piece wishes to remain anonymous.

Appendix XX

"The Skinner-Box' School"

"The 'Skinner-Box' School" by Jed Brown was published in the March 1994 issue of Squibbs
and is reprinted here in its entirety.

Outcome-Based Education (OBE) has become a blight on the landscape of our national
heritage. After only a few years of OBE, whole school systems are beginning to wither and
die. Much worse, the children, their minds once fertile fields of intellectual soil, are even
now being infected by the worm of ignorance. True learning is starved to death, as all of
the nutrients of sound academic practice are being replaced with a dust-bowl curriculum
that is structured to secure proper attitudes for the "Brave New World." Sadly, the only
"outcome" of OBE will be a baser society, a society in which the nobility of the mind is
lost to the savagery of enslavement.

But wait! Parents have been told that Outcome-Based Education has nothing to do
with changing the attitudes and values of their children; that OBE will improve learning for
all children through "best-practices" research. What parents are not being told is that the
research base for OBE is from the field of psychology, not education; that in psychology the
term "learning" is synonymous with the term "conditioning." What parents are not being
told is that Outcome-Based Education is not education at all; it is but the hollow substitute of
psychological conditioning or, as it is sometimes called, behavior modification.

Why is conditioning replacing the teaching/learning process in our schools? If the object
is to change the attitudes and values of the young, why would "behavior modification" be
used? Why not work with attitudes and values directly? Just tell the children what they
must believe! After all, the conventional wisdom is that attitudes control behavior. If a child
develops the "right" attitudes he will behave in the "right" manner. Beyond the fact that
parents would not stand for such an intrusion as an overt assault on traditional values,
psychologists know something that lay people do not. They realize that the direct approach
to changing values does not work.

Modern psychological research suggests that the opposite of conventional wisdom is

A- 122

Appendix XX

A-123

true. It is our behavior that shapes our attitudes, not the other way around. Therefore, to
control a child's attitudes and values it is first necessary to modify the child's behavior. If the
child has the "right" behavior, then his attitude will change to accommodate the behavior,
his value system will change to reflect his new set of attitudes. It is like falling dominoes: if
the first piece is toppled, then the rest will tumble after. Thus, conditioning, i.e., modifying
behavior, is the perfect method for instilling in children the new value system required
of citizens of the New World Order. Our schools know that changing behavior is the first
domino. Remember, "the student shall demonstrate."

To understand the devastation of OBE conditioning, it is important to know its origins
and how it is being used to change children forever. The lineage of psychological conditioning
can be formally traced back to the early part of this century, to an American psychologist
named John B. Watson. Watson is credited as the father of the Behaviorist School of
Psychology. He believed that psychology should become the science of behavior, discarding
references to thoughts, feelings, and motivation. For Watson, only that which was observable
was important. The goal of psychology, he thought, should be to predict a behavioral
response given a particular stimulus.

Further, it was a time of great debate in psychology. The debate centered on whether
heredity or the environment had the most profound effect on the development of the
individual. Watson believed that heredity had little or no effect, that a person's development
was almost totally dependent upon his environment. In fact, Watson boasted,

Give me a dozen healthy infants, well formed, and my own specified world to bring
them up in, and I'll guarantee to take any one at random and train him to become
any type of specialist I might select — doctor, lawyer, artist, merchant-chief, and yes,
even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities,
vocations, and race of his ancestors.

Watson's statement is at the heart of OBE. Watson became the most influential force
in spreading the idea that human behavior was nothing more than a set of conditioned
responses. According to the narrow view of Behaviorism, learning is nothing more than
"a relatively permanent change in an organism's behavior due to experience." Other
psychologists first, then educational leaders, and finally rank-and-file teachers have been
persuaded to adopt the Behaviorists' view of education. The richness of education is thus
lost, as the schooling experience is reduced to only applied learning. No longer does learning
enhance the internal locus of man — it is but an external shell. The curriculum has become
hollow and learning has become mere conditioning.

Three different types of psychological conditioning have invaded schools with Outcome-
Based Education and education reform. Each type has its specified purpose in controlling the
behavior, and therefore the minds, attitudes, and values of our young. The first is Classical
Conditioning, developed by a Russian physiologist named Ivan Pavlov only a few years
before Watson's conception of Behaviorism. The second, credited to B.F Skinner, is
Operant or Instrumental Conditioning. The third, attributed to Albert Bandura, is
Observational Learning. Each of these Behaviorist conditioning approaches is woven
through the OBE reforms of education to accomplish only one thing: to control attitudes
by controlling behavior.

Classical, or Pavlovian Conditioning can be defined as creating a relatively permanent

A- 124

change in behavior by the association of a new stimulus with an old stimulus that elicits a
particular response. Working on physiology experiments, Pavlov noted that each time the
dogs he used as subjects were to be fed they began to salivate. He identified the food as the
"old" stimulus and the salivation as the response, or behavior. Pavlov rang a bell each time
the food was presented to the dogs. The bell was identified as the "new" stimulus. After
several pairings of the bell and the food, he found that the dogs would salivate with the bell
alone. A change in behavior had occurred.

All well and good, but what do dogs, food, saliva, and bells have to do with changing
attitudes in children? Just like Pavlov's dogs, children's behavior patterns can be changed
with Classical Conditioning. Upon sufficient pairings, a child will associate old behavior
patterns and consequent attitudes with new stimuli. The Pavlovian approach is therefore a
potent weapon for those who wish to change the belief structures of our children. Further,
Classical Conditioning may be used to set children up for further conditioning that is
necessary for more complex attitude shifts. The method is being used to desensitize
children to certain issues that heretofore would have been considered inappropriate for
school-age children.

One example of an attitude change by Pavlovian conditioning revolves around the word
"family." The term "family," as it is applied to the home setting, is used as the old stimulus.
The allegiance to parents and siblings that is normally associated with the term "family" may
be thought of as the response, or behavior. With the current education reform movement the
child is told by the teacher that the school class is now the family. Thus, the term "class"
may be thought of as the new stimulus. By continually referring to the class or classroom as
the family, an attitude change takes place. By association, the child is conditioned to give
family allegiance to the class and teacher.

An example of desensitizing children through Classical Conditioning can be seen
in the inclusion of gender orientation within the curriculum. The school setting may be
thought of as the old stimulus. The formal school setting carries with it a whole set of
emotional-behavioral responses, or behaviors. There is an air of authority and legitimacy
that is attached to those subjects included in the curriculum. This feeling of legitimacy
can be considered a behavioral response. By placing the topic of gender orientation into
the curriculum, it is associated with legitimacy of the school settings. Thus, children are
desensitized to a topic that is different from the traditional value structure, and hence they
are predisposed to further conditioning.

The real meat and potatoes of Outcome-Based Education is Operant Conditioning, or
Rat Psychology, so called because B.F. Skinner used rats as his experimental subjects. A
"Skinner Box," a box containing a press bar and a place to dispense a food pellet, is used
to condition the rat to press the bar (the behavior) . A food pellet (the stimulus) is used to
reinforce the desired behavior, pressing the bar. The rat, having no idea what to expect,
is placed in the box. Once in the box, the rat's movements are exploratory and random.
As soon as the rat looks towards the bar, the experimenter releases a food pellet. After
eating the food the rat resumes his random movement. Another look, another pellet.
Another look, another pellet.

Once the rat is trained to look at the bar, he is required to approach the bar before the
pellet is delivered. The rat must then come closer and closer to the bar each time before
reinforcement is given. Over time, the rat's behavior is slowly shaped by the experimenter;
each trial the rat successively approximates more closely the ultimate behavior of pressing

Appendix XX

A-125

the bar. Eventually the well-conditioned rat will continually press the bar as fast as he
can eat. Operant Conditioning is, therefore, defined as a relatively permanent change
in behavior by successive approximations through repeated trials using positive or
negative reinforcements.

The concept of "successive approximation" is key to understanding the use of Operant
Conditioning with Outcome-Based Education. Just as for the rat, the experimenter (the
State) establishes the ultimate goals for children (pressing the bar) . OBE requires that specific
behavioral outcomes be designed such that the children must master each outcome in
succession. The outcomes are designed in a spiral fashion, such that as the child goes further
in school, the outcomes more closely approximate the ultimate goals. As children master
an outcome, the reinforcement is found in approval (food pellets). Another outcome, more
approval. Another outcome, more approval (successive approximation). When the Skinner Box
experiment is complete, our children, like rats, will dance to the tune of the State.

Observational Learning, although it does not carry the name conditioning, has been
described by Dollard and Miller as a special case of Operant Conditioning. It is Operant
Conditioning applied to social behavior. Observational Learning is the twenty-five cent
word for modeling. There are two purposes for Observational Learning in the schools.
First, it is a method used to condition a host of social behaviors, like parenting styles,
gender roles, problem-solving strategies, and discipline boundaries. Second, it is used
as reinforcer of the behaviors and attitudes previously conditioned with Classical and
Operant Conditioning.

According to Observational Learning, people model the behavior of those within
their "reference groups." Under normal conditions, the child's primary reference group is
the family. Nevertheless, children are being conditioned with Classical methods to shift
allegiance to their new school family, their new reference group. Once the new group is
established, schools use surveys to gauge attitudes and then orchestrate the conditioning
process through Observational Learning. Relying almost exclusively on cooperative
learning (group learning), OBE reforms unfortunately use Observational Learning to
establish and enforce the proper behaviors and attitudes through peer pressure and a
forced "group think" process.

The idea that our schools are not dealing in attitudes and values is ludicrous. The psy-
chologists have ripped the schools from parents and teachers alike. Their only objective is
to create children who may look different, but behave the same, think the same, and believe
the same. They shall create in each child the "perfect child." Like John B. Watson, they shall
create children as they see fit. They shall do it with conditioning, not teaching. Is it any wonder
that our schools are failing to educate children when we use rats as the example of exemplary
learning? Welcome to the "Brave New World." Welcome to the "SKINNER BOX SCHOOL."

Appendix XXI

"Status of Internationalization of Education"

"Status of Internationalization of Education" by Charlotte Iserbyt originally appeared in
The Christian Conscience (March 1998) and is printed here in its entirety with updates
to reflect more recent events.

Those participating in the Direct Instruction (DI)/Core Knowledge (CK) debate on an
anti-education reform Internet discussion loop or elsewhere may wish to step back and take
a look at the big picture, without which none of the myriad components of restructuring
can be fairly discussed or judged. At present it seems that some very sincere people, who
have done excellent work in the past, have a severe case of tunnel vision. They must get
themselves out of the tunnel in order to survey the landscape.

Ingredients in the recipe

The recipe for the international curriculum/ workforce training agenda calls for implementation
of the following components. (Noted after each component in italics is the status of each
agenda item, i.e., whether or not the component[s] has/have been accomplished.)

(1) Federal/International Control of Education. The creation of the U.S. Department
of Education in 1978 established the official link between U.S. education and all the
international agencies and Ministries of Education which answer to the United Nations and
its lifelong learning agenda. (Done.)

(2) Passage of Goals 2000 [done], STW Opportunities Act [done], Careers Act.

(Done.)

(3) Funding. Federal government funding of the instructional method, computers,
curriculum, national assessment, and workforce training. All funding is now in place with
the exception of pending Senate passage of the CAREERS Act and pending Senate passage of

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the Reading Excellence Act (the international Mastery Learning/Direct Instruction method) .
Professor S. Alan Cohen, Associate Director of the Center for Outcome-Based Education at
the University of San Francisco, said (at a conference on Mastery Learning sponsored by
the Maine Association for Supervision and Curriculum Development, May 13, 1983, at
Saco, Maine): "In 1976 Block and Burns published in AERA research around the world on
mastery learning. UNESCO committed to ML all over the world.... [We] have evaluated
data worldwide." (Funding for all of the above is now in place due to the pounding
of the last nails in the coffin: passage of the CAREERS Act and the Reading Excellence
Act in late 1998.)

(4) Skinnerian Method. Direct Instruction/Mastery Learning/OBE are necessary for
global workforce training which is outcome, results, performance-based training — not
education. Education has not been performance-based, traditionally — with the exception
of the arts — since traditional education deals with the intellect, not just knee-jerk muscle
movements based on Pavlov and B.F. Skinner's stimulus-response (S-R-S). The computer
has all the bells (rewards) and whistles (punishments) to achieve OBE's standards in
the academic, workforce, and value change areas. The new label for the old OBE is now
"standards-based education." Anyone out there who knows of an even newer label, please let
me know. (Done when Senate approved Reading Excellence Act J

(5) Sequential Core Curriculum. The Texas Alternative Document (TAD) and E.D.
Hirsch's Core Knowledge Sequence, in conjunction with scripted curricula such as DISTAR,
ECRI, or SUCCESS FOR ALL— which specify exactly what is to be taught, how it is to
be taught, and when it is to be taught— are good examples of what could be used. The
TAD could provide the framework for the national curriculum since it supports the
method — Direct Instruction — and has the support of key players in restructuring, including
E.D. Hirsch, Chester Finn, etc.

If subject (content) is not specific and sequential, students' performance is difficult to
"measure." One of Skinner's criteria for learning is that results/outcomes be "measurable."
This type of core curriculum is ready-made for computer-assisted instruction/programmed
learning. Curriculum must also be the same for all students; otherwise, international
assessment using the computer will be virtually impossible. The main reason the educrats
want to control private and home school education is that results from the computerized
international education system will be skewed (unreliable and incomplete) if all the world's
children are not in the computer, thus denying the corporate trainers and educrats the
necessary information for future planning and remediation on an international scale.
Remember, we are looking at a global planned economy. (Choice of core curriculum/ framework
is pending, but law requires that it be "scientific" and "research-based" — which limits the
choices to behaviorist programs.)

A European Union Press Release (www.eurunion.org/news/home/htm) Feb. 3, 1998
(No. 7/98) stated:

International Conference in Akron to Explore Issues of Workforce Development....
Representatives of industry, government and education from throughout the United States
and the European Union (EU) will gather in Akron, Ohio from February 9-11 to discuss
issues of workforce development and the increasing shortage of skilled workers available

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to fill jobs in industry. The Akron Forum of Regional Collaboration to Develop Learning
Strategies for the Global Economy is a joint undertaking of the United States Information
Agency (USIA) and the European Commission, and will be hosted by the Northeast
Ohio Trade and Economic Consortium (NEOTEC). The Akron Forum is an important
initiative under the New Transatlantic Agency (NTA) which, through more than one
hundred joint projects, reaffirms strong and enduring ties between the United States
and the European Union. . . .

(6) Global Ethics/Values. A CIVITAS press release dated "4/7/97" says:

"UNESCO Chief Cites Link Between Democracy and Development... Stresses Role of Values,"
by David Pitts USIA Staff Writer. Washington. Sustainable development cannot occur
"without freedom, justice, and democracy," says Federico Mayor, director-general of the
United Nations Educational, Scientific and Cultural Organization (UNESCO). "Sustainable
development requires sustainable democracy," he added in an April 7 address before
the International Steering Committee of CIVITAS, an international consortium for civic
education that is holding its spring meeting at the White House conference center. According
to Mayor, "the partnership between UNESCO and CIVITAS is very important" in helping
to promote the culture of democracy around the globe.... The "moral aspects" of the civic
education movement were also underlined by Mayor. This means encouraging those values
and beliefs that best allow for peace and freedom to thrive, he said....

CIVITAS was initiated in June 1995 at the CIVITAS Prague conference. Following that
meeting, participants representing 50 nations signed a declaration pledging "to create
and maintain a worldwide network that will make civic education a higher priority on
the international agenda."

Participants at the Prague Conference included Diane Ravitch, a member of Hudson
Institute's Education Policy Committee and Educational Excellence Network, and the late
Albert Shanker, former President of the American Federation of Teachers. Of interest in this
regard is the fact that the AFT's "Education for Democracy Project" was launched by the
AFT in cooperation with the Educational Excellence Network and Freedom House (1985),
and was partially funded by the U.S. Department of Education. (Global ethics curriculum,
under many different labels, is in progress.)

(7) Technology which includes robotics and computer-assisted instruction
(programmed learning). Mastery Learning/Direct Instruction fit like a hand in the glove
of the computer. They have been made for each other. Skinner said "the computer is the
sophisticated version of his (Skinner's) box." (Federally-funded OBE/ML, using computers,
in use in all schools to a different degree, but method not yet mandated. The passage of the
Reading Excellence Act of 1998 could facilitate this component.)

(8) Choice. Choice in the form of tuition tax credits, vouchers, charter schools, use of
public education facilities and materials by home schoolers, apprenticeships with corporations
which are in partnership with government (corporate fascism), etc., will result in federal
(international) control of American education. (Pending.)

(9) Teacher Union Support. Support from the American Federation of Teachers and

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the National Education Association seems to be assured. The AFT supports both Direct
Instruction and Hirsch's Core Curriculum. The NEA supports the new reading research
recommended in the Reading Excellence Act. Bob Chase, President of the NEA, said in the
January 1998 issue of Today's Education, "Stop the sound and fury of the phonics vs. whole
language war: we need both. " (Done.)

Whole Language vs. Direct Instruction

How conservatives can so wholeheartedly support what and who the unconstitutional U.S.
Department of Education has funded in the past (Engelmann and Carnine) and what the U.S.
Department of Education, AFT, NEA, and, most recently, the left-of-center Learning Alliance
and President Bill Clinton support is difficult to understand.

The unconstitutional Reading Excellence Act, passed by Congress in 1998, will for the
first time in the history of American education mandate a particular method of teaching. In
order to get approval of the DI method, its use was attached to reading, which is the essential
tool for learning. If the Direct Instruction method had been attached to legislation related to
some other discipline, about which controversy was not raging, it is unlikely it would have
passed the House of Representatives. The whole language controversy facilitated passage of
this legislation — a perfect example of the dialectic method in action.

The method, Direct Instruction, will be used to teach all disciplines, including workforce
skills. Direct Instruction is not content; it is method, as was the 1968 federally-funded
program Exemplary Center for Reading Instruction (ECRI) which trained teachers (1968-1998)
in Mastery Learning (virtually the same method as Direct Instruction). Teachers who
have been trained by ECRI trainers can apply their training to any discipline (math,
science, history, etc.) .

Interestingly enough, Siegfried Engelmann, the developer of DISTAR (Direct Instruction),
is referenced on numerous occasions in the ECRI teacher training as a developer of programs
based on operant conditioning. ECRI and DISTAR are both based on operant conditioning.
Skinner said "I could make a pigeon a high achiever by reinforcing it on a proper schedule"
(operant conditioning), exactly what David Hornbeck, Bill Spady, Thomas Sticht and all the
education change agents criticized by conservatives, are looking for, right? High achievers in
the planned global workforce economy. All of this fits nicely into Total Quality Management
and ISO 9000. That TQM is based on many of the principles of Mastery Learning has been
admitted by key change agents.

Whether E.D. Hirsch's Core Knowledge or some other sequential curriculum is used
will be irrelevant. Hirsch's Core Knowledge seems to be the choice at the present time, but who
knows? Curriculum for the computer can be changed overnight. The method cannot. Regarding
Hirsch's so-called credentials and his support of "historical revisionism," the Free Congress
Foundation's daily programming regarding Hirsch, February 1997 reads:

A History of Us: All the People by Joy Hakim and published by the Oxford University Press
has initiated a great deal of controversy concerning its historical revisionism. Discussing
their review of this textbook on NET's Morning View were Allan Ryskind, senior fellow
at the National Journalism Center, and Peter LaBarbera, executive director of Accuracy in
Academia who co-authored a critique of the textbook in the Sept. 12th issue of Human
Events. According to Ryskind and LaBarbera, the textbook reports that the deficit was
2.3 trillion dollars when Ronald Reagan left office in 1988 [Ryskind puts the deficit at
$155 billion, ed.]; claims Ho Chi Minh's goal was to free Vietnam from outsiders; blames

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President Truman for China's Communist Government; and credits Fidel Castro for improved
schools and race relations in Cuba. This textbook is heralded by E.D. Hirsch, who is a cultural
literacy guide, who's trying to promote standards for school children. And yet, if this is the
best thing they can do, and this is being lauded even by some conservatives as good history,
then I think our education system is in bigger trouble than we thought.

According to The Jim Lehrer News Hour (September 17, 1997) Hirsch said, "National
testing is a good idea, but be careful of the content." One can assume that national testing
would suit Hirsch just fine as long as the content is his Core Knowledge.

One who has watched the educrats turn traditional education on its head over a period
of years would truly have to be in a coma not to see a very ugly picture emerging. It doesn't
take a rocket scientist to put together the pieces of this puzzle. The international education
system could not have been fully implemented without approval of the Skinnerian method,
and the change agents — using conservative concern over whole language — have succeeded
in having the Skinnerian method mandated at the national level.

A matter of morality

There have been too few people who understand how evil the method is, and who have been
willing to speak out. The noted philosopher and author Francis Schaeffer has spoken most
eloquently in opposition to the Skinner method in his book Back to Freedom and Dignity.
The extent of damage to our children from bad content K-12, outrageous as the outcomes are
and have been since this writer started researching education in 1973, cannot be compared
to the damage to our children from the use of operant conditioning K-12. Do parents really
understand that this method was first used on rats and pigeons in experimental laboratories?
Human beings are not animals; they have intellect, soul, conscience and creativity. They can
think. They can figure things out. Direct Instruction or Mastery Learning do not take any of
these important human aspects into account.

Those who do understand the dangers inherent in operant conditioning are naturally
very concerned over the decision to mandate this method of instruction. Concerned parent
Tracey Hayes, for one, comes to mind as an individual who has been very helpful to me,
a researcher and writer. Many of us have read much of the medical research on operant
conditioning. We have written on the subject, but we have never actually "used" the method
on our own children. Tracey is valuable particularly for this reason — as well as for the fine
in-depth research she has done as an opponent of whole language which she has at great cost
made available to all of us. She saw what Engelmann's DISTAR did to her own child. She has
helped me enormously to understand the reality of this evil method. Those grassroots parents
researching education are extremely lucky to have her input.

As for Ann Herzer, we all know her credentials as a long-time traditional phonics reading
teacher and the courageous stand she took in opposing the Exemplary Center for Reading
Instruction (ECRI) teacher training. She and Tracey have personally lived out the nightmare
of operant conditioning and are thus in a position to speak authoritatively regarding the
method. Do those who support Direct Instruction agree with Ann Herzer's teacher trainer
who angrily said to her when she resisted the training, "Don't you understand we are training
our children to be people pleasers?"

Also, as a member of the AFT, Herzer was responsible for getting a resolution
unanimously approved by the Arizona affiliate of the AFT to forbid federal funding of operant

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conditioning programs for use on teachers and children. The late Al Shanker, President of
the AFT, who was Carnegie Corporation's stooge for many years and who supported global
workforce training, tabled her resolution at the AFT national convention in 1984. He knew
the Skinner method was necessary for workforce training and admitted to Herzer that he
was a member of the Trilateral Commission. It should come as no surprise that Shanker's
successor, Sandra Feldman, also supports the method, this time under the label of Direct
Instruction, the fraternal twin of ECRI.

Sometimes one becomes so convinced of the Tightness of a message, due to one's
respect for the carrier of the message, that one can get off track. I'm afraid that this is
what is happening with anti-reform researchers and parents across the nation — in the
tunnel and off the track.

Those opposing the mandating of the Direct Instruction method have been vilified by
those formerly considered allies in opposition to education restructuring. Those who oppose
the method do so not to be contrary. The position they are taking is not primarily related to
whether one method works better than another method. Our position is primarily a moral
position. It is wrong to use an animal training method on human beings. Did the great
intellects and thinkers of this world — scientists, historians, writers, theologians — learn this
way? Your children should not have their potentials limited by such a method. Why should
your children be used in this experiment to robotize the world, to train human beings to be
people-pleasing, cookie-cutter citizens?

From the above examples one can see that everything is in place. The only missing
component was mandating the method. Republican support for the Reading Excellence Act
has handed the method to the internationalist change agents on a silver platter. The Arizona
legislature jumped the gun on U.S. Senate passage of the Act by considering legislation which
would implement the Reading Excellence Act in Arizona. We can now expect the same type
of legislation to surface in all states, and, tragically, to be supported by conservatives, unless
this warning is heeded. The fact that national testing has been put on hold is meaningless
since the National Assessment for Educational Progress has received heavy funding since
1965 and has been used in all states. All that has to be done is to align the NAEP with
whatever core curriculum and School-to- Work skills are selected for use, and to implement
the Certificate of Initial Mastery nationwide.

What Should We Do?

Call for repeal of the Reading Excellence Act passed by Congress. Lobby against similar
non-traditional ML/DI phonics legislation in your state. If possible, put your children in
"good" private schools which receive no tax support or exemptions whatsoever, or, best
of all, home school your children.

Oppose passage of legislation supporting tuition tax credits or exemptions, vouchers,
charter schools, etc. Make sure whatever education you choose is not based on Skinnerian
Mastery Learning/Direct Instruction by a teacher or using the computer. Teach your children
to read using traditional phonics reading instruction; e.g. programs by Eller, Blumenfeld,
Schlafly, Sister Monica, etc.

Appendix XXII

"The Thief of American Individualism:
Total Quality Management and School-to-Work"

"The Thief of American Individualism: Total Quality Management and School-to-Work"
by Tim Clem was published in the December 1996 (Vol. 2, No. 11) of The Christian
Conscience.

Virtually unknown to parents across the USA is the Federal School-to-Work Opportunities
Act (STWOA) . For the first time in American history, Government and Business have joined
together to educate children. Why is this unusual? Government and Business operate together
in countries such as China, Germany, Russia, Japan and in third world countries, not the USA.
Right now corporations, along with your local school system, are creating partnerships linking
the Federal School-to-Work Opportunities Act with your local school district.

Understanding the TQM Foundation

School-to-Work is based on the foundation of Total Quality Management (TQM), also known
as Continuous Quality Improvement (CQI). First introduced and rejected by U.S. companies
in the post-World War II era, William Edwards Deming, the father of Quality, presented his
theories to Japan and found himself welcomed as a national hero. Japan claimed that their
social and economic turnaround came from Mr. Deming's TQM theory. Since this turnaround,
TQM has been implemented almost entirely within corporate America in hopes to mimic
Japanese successes. Americans have been subjected to the thought that Japan and other
countries such as Germany are ahead of the USA in technology and education.

Education and business theorists believe that Americans must "benchmark" their
schools and corporate management against the supposed successes of Japan and Germany.
Their speculation is dead wrong. For example:

...[T]he American workforce is still 30% more productive than the Japanese. Sixty percent
of American high school students are more likely to attend college than Japanese. There
is no evidence that Japanese students learn more in school or that Japanese adults

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are more literate than Americans. Japanese companies are not more technologically
advanced than American companies. Japanese companies don't earn more patents
than American companies. 1

Only 40% of Japanese homes have sewage systems. 2 American students and workers
have all been intimidated by misrepresented successes of the Japanese. We are told repeatedly
that because of the greater dedication of Japanese students and workers we are losing our
status of world leader. Jobs could be lost, and America could go bankrupt.

Group Think

Total Quality teaches students and workers that Americans will never adapt to the preferred
Japanese methods unless we change our culture. Changing a culture requires a complete
change in the way we think, a "paradigm shift." Americans willing to search "within" are
giving up their personal responsibilities and their pursuit of individual happiness in exchange
for a "we can all work together — appreciate one another as a group" mentality.

Quality training experts admit that telling employees they must begin an entirely new
way of thinking is frightening upon inception. One chart shows the "Steps in transition
management," in which a worker moves from a state of well-being through stages of shock,
denial, strong emotion (frustration), acceptance, experimental (frustration again), fuller
understanding and integration. 3 [This is otherwise known as cognitive dissonance, a technique
utilized to manipulate people into changing behaviors, attitudes, values, etc., ed.]

Therefore, much time and training is spent in self-esteem building. The employee
begins to forget the discomfort they first sensed in exchange for comfort offered in group
encounter sessions called "team building." Slowly, along with fear of losing their future, job,
home, food, and all precious vitals, they begin to melt into the safety of the workgroup they
encounter daily. This is labeled as a "team," a "unit," or "family group." This new way
of thinking is called "higher order thinking skills," which implies that they have reached
a new intellectual plane. By this type of indoctrination, we are volunteering the loss of
our supposedly outmoded culture so we may imitate the business management style and
educational methods of the Japanese.

The STWOA Grant Application states repeatedly that TQM and CQI shall be the structure
of this program. At first glance, we associate the word "quality" with goodness; however,
TQM does not describe "quality" in this manner. TQM defines quality not as an end product
but as a "process." In order for this process to be implemented, the company must first
require (as mentioned above) a total culture change, also described as "paradigm shift."
This paradigm change results in a system where all employees operate under a unified set
of "values" or corporate beliefs. Workers go through hours upon hours of in-depth group
training before they become a part of the TQM process. This training teaches workers that
individual values can hinder the performance of their team.

Workers who question the training are labeled with names such as "snipers" or
"renegades." The instructor is taught to use the compliant employees in pressuring the sniper
to conform. The group then uses a process called "bringing out." Fellow employees make
statements to the sniper that imply concern for the feelings of the sniper. For example, "Is
there something we have said or done that makes you not want to join our group?" Or, "What
would you be giving up if you decided to go along with the rest of us?" Or, "Is it fair to take
us all down for your one concern?" Eventually, each employee must put aside personal values

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in exchange for a common value system within their workgroup.

Quality training and educational manuals state that once workers adapt to a new method
of thinking, the workgroup can efficiently function as a team. Individual performance is never
rewarded or encouraged. All problems in the workplace can be settled by a predetermined
"Problem-Solving Process." No problem can be solved by an individual; the praise that an
individual receives from solving a problem could detract from the accomplishments of a
workgroup and possibly cause hurt feelings. Therefore, all the workers of a group must meet
and utilize the Problem Solving Model before coming to a solution. This model systematically
takes the group through a serendipity or encounter group session where methods of free
discussion called "freewheeling," "round robin," "slip sheet" and "brainstorming" are utilized.
A sense of security and openness is established through a facilitator.

A facilitator can develop, in a group which meets intensively, a psychological climate of safety
in which freedom of expression and reduction of defensiveness gradually occur. " 4

The facilitator sets the ground rules of the session. Ground rules typically include the
following directions: no criticizing, no shutting out, all ideas must be recorded, all ideas
must be evaluated, no preconceived solutions are allowed to be brought to the meeting. A
solution must have group consensus before it is implemented. All solutions are tracked and
monitored for effectiveness. By utilizing the Problem-Solving Process, TQM experts ensure
that the employee and their team will be able to find ways to solve problems on an employee
level, eliminating costly management input.

Creating a Kaizen Culture

TQM labels this employee level of problem solving as "empowerment." These employees are
to then become a "world class" workgroup, able to compete within a "global" economy. This
global economy is described as a workplace where a state of continuous quality occurs. This
state causes change at a very rapid pace and only companies with employees highly trained
in problem solving and TQM processes can survive. This state is called Kaizen, the Japanese
word used for describing a state of continual changing where one can always adapt without
hesitation or question. Reaching this level takes hours of employee group training sessions.
Therefore, TQM is described as an "evolution to bring about a revolutionary process. " Quality
experts state that it takes up to ten years for a company and its employees to reach Kaizen.
Therefore, TQM-based companies are looking for employees that are already "globally
trained." If a TQM company could hire these Kaizen level employees, millions of dollars can be
saved in training and more management positions could be eliminated, thus increasing profits
greatly. If a student has been prepared in the "process," one can see how a recent graduate of
School-to-Work will be met with open arms within the corporate world.

The STWOA states that all students will be adept in TQM techniques of problem solving
and associated behaviors. In addition to Cognitive Skills, all students will be tested to
determine Affective Skills such as self-esteem, ability to relate to others, diversity, and
appreciation for other cultures. The STWOA states that student skills will be assessed and
described according to the Jobs Program Training Act (JPTA).

JPTA standards are found in the federal skills catalog called Skills and Tasks for Jobs:
A SCANS Report for America 2000 published by the Secretary's Commission on Achieving
Necessary Skills (SCANS) of the U.S. Department of Labor. As in Total Quality Management,

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all jobs are reduced to a "Task Level." For instance, the SCANS catalog lists the various tasks
of a farmer: plowing, planting, harvesting, feeding, even menial tasks such as shoveling
manure. These various tasks are given a rating showing the level of skill needed to accomplish
each task. This skill rating is then matched with a School-to-Work student, linking the student
with a vocational career training path that continues throughout the remaining years of the
student's education. The STWOA student is then placed in a vocational apprenticeship at the
local Vo-Tech School where he can perfect the skills needed for his future.

The STWOA student must have school and work-related experience with their
apprenticeship program. Between the ages of 16 and 17 each student must work in a field
of their training to gain on-the-job (OTJ) experience. When the student has completed both
schooling and OTJ requirements, he is given a certificate that enables him to be placed
in the workforce. Prior to and after STWOA training, the student may allow the state to
make available his personal scores and records to potential employers. Potential employers
will then search the STWOA computer database for students meeting job requirements and
test scores necessary for employment.

The dangers of the federal STWOA are frightening. Just think: the lifelong vocational
destiny of a student is determined by a test, and at the most awkward stage of one's
life — adolescence. Time and perseverance have always been on the side of the American
Dream. We are in a country where all citizens have had the same opportunity to pursue a
vocation or goal of their choice at any stage of life if they so desired. STWOA removes these
entrepreneurial elements and replaces them with social engineering and captivity.

Endnotes:

1. Eberts, Ray and Cindelyn. The Myths of Japanese Quality (Prentice Hall: New York, 1995).

2. "Prosperity's Base: ODA," Japan Times (October 16, 1990), p. 20.

3. Atkinson, Phillip E. Creating Cultural Change: The Key to Successful Total Quality Management (Pfeiffer & Co, 1990).

4. Rogers, Carl. Carl Rogers on Encounter Groups (Harper: New York, 1970).

Appendix XXIII

"Soviets in the Classroom: America's Latest Education Fad"

"Soviets in the Classroom: America's Latest Education Fad" by Charlotte T. Iserbyt is a
pamphlet published in 1989 (America's Future, Inc.: New Rochelle, NY).*

Education Agreements with the Soviet Union

Is the repugnant act of burning the American flag more damaging to our nation's political
integrity than letting the Soviets into our classrooms, in person, on video, or through
U.S. -Soviet jointly developed curricula?

One would think so, considering the extensive establishment media coverage given
the flag decision compared to the wall of silence built around the Soviet invasion of
American classrooms.

Maybe America needs a Supreme Court decision similar to the flag-burning decision
saying it's legal to let the Soviets teach our children and to "put up statues of well known
Soviet cultural figures in our parks," as called for in the General Agreement between the U.S.A.
and the U.S.S.R. on Contacts, Exchanges and Cooperation in Scientific, Technical, Educational,
Cultural and Other Fields, signed in 1985 and 1988 at Geneva and Moscow, respectively. The
media might find it impossible to "cover up" a Supreme Court decision.

Perhaps if Americans knew about and understood the deep significance of these
agreements, their outrage might even exceed that demonstrated over the flag decision. They
might even call for a fully televised Congressional investigation leading to cancellation of all
education agreements with the Soviets — government-initiated agreements as well as those
with tax-exempt private foundations.

The agreements call for "cooperation in the field of science and technology and
additional agreements in other specific fields, including the humanities and social sciences;
the facilitation of the exchange by appropriate organizations of educational and teaching
materials, including textbooks, syllabi, and curricula, materials on methodology, samples
of teaching instruments and audiovisual aids, and the exchange of primary and secondary
school textbooks and other teaching materials... [and] the conducting of joint studies

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Appendix XXIII

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on textbooks between appropriate organizations in the United States and the Ministry
of Education of the U.S.S.R."

What do the Soviets — who kidnapped 10,000 Afghan children and shipped them to the
Soviet Union for "re-education" and in the spring of 1989 used poison gas and sharpened
shovels to disperse a nationalistic demonstration in Soviet Georgia, killing at least twenty
persons and injuring 200 — have to offer our children in the way of school materials? What
does a country have to offer our children in the way of school materials which, according
to an 1987 "out-of-print" book by American Federation of Labor — Council of Industrial
Organizations (AFL-CIO) entitled Cruel and Usual Punishment: Forced Labor in Today's USSR,
holds tens of thousands of political prisoners in Soviet prisons, labor camps, and psychiatric
hospitals, including between four and five million non-political prisoners in slave labor
camps? What does a country which publishes children's books for disinformation purposes
overseas — and in the case of books distributed in India, portrays America as "rich,
uncaring, and prejudiced," and compares us with the Brahmin caste, which is the ruling
caste much resented by the disadvantaged in India — have to offer our children in the
way of school materials? 1

Contrary to the media's portrayal of political change in the Soviet Union, the August
1986 issue of Comparative Education Review published an article entitled "Aspects of
Socialist Education: The New Soviet Educational Reform" which states that the Soviet
reform movement recommends the "intensification of ideological education." A June 2,
1986 Washington Times article entitled "Russian Education Obsolete" says in a discussion
of education reform, "The specialist of today should have a thorough Marxist-Leninist
training." Professor Adam Ulam, the distinguished director of Harvard's Russian Research
Center, reports that

[0]ne of the principal goals of military patriotic education is to counteract any pacifist
tendencies, to teach all Soviet citizens, from the youngest children to pensioners, that
they must be prepared at any moment to fight for socialism.... The determination to instill
explicitly military values in the schools comes through with equally striking clarity in
textbooks and manuals used by teachers.

Soviet General Popkov wrote in August 1986 in a regional military paper, Sovetskiy
Voin, that

[T]he schools are taking on ever increasing importance in military and patriotic
indoctrination. Party documents on school reform define an extensive, scientifically
based program for this work. 2

In light of the above information, which contradicts Gorbachev's glasnost/perestroika
propaganda, why has our government signed education agreements calling for extensive
cooperation with the Soviets in curricula development, exchanges of educational materials
and the conducting of joint studies?

Why are Soviet educators permitted to do what U.S. Department of Education educators
are forbidden by law to do: involve themselves in curricula development?

Why did the U.S. Department of State authorize the unelected, tax-exempt Carnegie
Corporation, a long-time and well funded advocate of disarmament and "world
interdependence," to negotiate with the Soviet Academy of Sciences, known to be an

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intelligence-gathering arm of the KJB, regarding "curriculum development and the
restructuring of American education"? Is it because "privately endowed foundations can
operate in areas government may prefer to avoid" as stressed by psychiatrist Dr. David
Hamburg, President of the Carnegie Corporation and chief negotiator for the exchange
agreement, in an interview with the Los Angeles Times on June 12, 1987? (Colonel Oliver
North's "operations in areas government preferred to avoid" resulted in a fully televised
multi-million dollar Congressional investigation.)

Representative Lee Hamilton (DTN) said during the Iran-Contra hearings that "The
use of private parties to carry out the high purposes of government makes us the subject
of puzzlement and ridicule." Shouldn't he be asked why the use by our government (State
Department) of private parties (tax-exempt Carnegie Corporation and other foundations) to
carry out the high purposes of government does not similarly make Congress the subject
of puzzlement and ridicule?

A Few Examples

A complete listing of the many shocking exchange activities taking place as a result of the
1985 and 1988-1991 agreements would require volumes. A few concrete examples should
suffice to convince the reader that all proposals called for in the agreements are being
faithfully and fastidiously carried out.

1. Cambridge-based Educators for Social Responsibility (ESR) project, "Educating for
New Ways of Thinking: An American-Soviet Institute." Two such institute sessions have
been held (one in Leningrad the summer of 1989) at which "Soviet and American educators
examined classroom theory and practice in critical thinking about social and political issues
and worked on recommendations and resources for improving the ways we teach about each
other's country, and on A Source-Book for New Ways of Thinking in Education: A U.S.-Soviet
Guide for use by teachers and students in both countries. " 3

"Critical thinking" is the latest fad to hit our children's classrooms. N. Landa's Lenin:
On Educating Youth, published by the Soviet state-controlled Novosti Press, quotes Lenin
on "thinking" as follows:

To pose a real question means to define a problem which demands a new approach
and new research.... Sometimes accepted truth no longer answers as a solution for
a serious and pressing problem. The school should cultivate in pupils the ability to
perceive scientifically evolved truths as stages along the endless road of cognition — not
as something stationary and set.

More recently, an article in Education Week (4-9-86) entitled "Are Teachers Ready to Teach
Pupils to Think?" laments the fact that graduating college seniors

show little evolution of alternative views on any issue, tending to treat all opinions as
equally good, tending to hold opinions based largely on whims or unsubstantiated beliefs,
and hesitating to take stands based on evidence and reason. Summing up a decade of
research in the 1960's, O.J. Harvey laments that very high percentages... [of educators]
"operated in cognitive styles grounded in absolute assumptions — viewing reality in terms
of good/bad, right/wrong, and either/or, while attributing goodness and truth to wise
and all-knowing authorities."

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One doesn't have to have a Ph.D. to accurately predict what U.S. -Soviet jointly developed
critical thinking curricula will look like. Do American parents want their children exposed
to this type of education, especially when it will also be on computer where they can't
get their hands on it?

2. The Carnegie Corporation's exchange agreement with the Soviet Academy
of Sciences has resulted in "joint research on the application of computers in early
elementary education, focusing especially on the teaching of higher level skills and
complex subjects to younger children." ("Higher level skills" is often a euphemism for
"critical thinking skills," or values, attitudes, etc.) Carnegie's 1988 one-year, $250,000
grant is funding implementation of this program, coordinated on the American side by
Michael Cole, Director of the Laboratory of Comparative Human Cognition at the University
of California, San Diego. 4

3. The American-Soviet Textbook Study Project began in 1977, was suspended
in 1979 when Soviet troops invaded Afghanistan, and resumed in 1985 under the
Geneva Agreement. At a conference held in Racine, Wisconsin in November 1987, the U.S.
representatives acquiesced to the Soviet insistence that American textbooks should present
a more "balanced" (i.e., friendly) discussion of Lenin and should give the Russians more
"credit" for their role in World War II. A.M. Rosenthal of the New York Times said in a
December 8, 1987 editorial that

American educators solemnly discuss with Soviet educators the mutual need for
textbook revision, just as if the state did not censor every single book published in
the Soviet Union and the Russians could write as they pleased. That is comedy, if
you like it real black.

4. Scholars from the American Council of Learned Societies and the Ministry of
Education of the Soviet Union met in the United States in 1986 and agreed to establish
a Commission on Education that will be responsible for joint scholarly relations in
pedagogy and related fields between the United States and the Soviet Union. Some major
joint U.S. -Soviet project themes are: Methods of Teaching and Learning School Science
and Math Subjects Using Computers; Theory of Teaching and Learning; Psychological and
Pedagogical Problems of Teaching in the Development of Pre-School and School-age Children,
and Problems of Teaching Children with Special Needs. 5

5. The Copen Foundation/New York State Education Department/Soviet Academy of
Sciences agreement "links students, teachers, administrators in U.S. and Soviet schools
by computer and video- telephone lines." Mr. Copen declared

Soviet officials are especially interested in studying the effects of telecommunications on
intercultural understanding, teaching methods, and learning outcomes, and that the Soviets
have assigned five scientists to monitor the project. 6

This agreement should be challenged on constitutional grounds since Article I, Section
10 of the U.S. Constitution says, "No State shall, without the consent of Congress,... enter into
any agreement or compact with another State, or with a foreign power."

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6. Under terms reached with the Soviet Academy of Sciences, the National Science
Teachers Association will publish a Soviet science magazine in the United States. Copies
of Quantum scheduled for publication in September 1989 will be distributed free of charge
to gifted and talented children in this country. 7

7. On December 8, 1987 the independent National Academy of Sciences pledged to
help place more than a million computers in Soviet classrooms by the early 1990s. 8

8. A $175,000 grant was made from the United States Information Agency (USIA)
to the National Association of Secondary School Principals, the American Council of
Teachers of Russian, and Sister Cities International. This grant will implement an expanded
student exchange program, calling for up to 1500 American high school students to live and
study in the Soviet Union each year and an equal number of Soviet students to come to the
United States. 9 Former Education Secretary William Bennett told the Kansas City Chamber
of Commerce on January 21, 1986 that

American students know little about their own history and heritage and we have forgotten
that intellectual innocence is easily seduced and the price we pay is that some of our children
can only nod their heads in agreement when confronted with standard Soviet propaganda.
They lack the knowledge to recognize it as propaganda, much less to refute it.

9. On March 4, 1989, fifteen Soviet teens and two adult teachers arrived in Aurora,
Colorado as part of the Reagan-Gorbachev agreements. According to an article by Beth
Peterson in the high school newspaper Raider Review

A conflict arose when reportedly a Russian student, Farkhod (who was head of the
Komsomol Young Communist League and spokesman for the group) told students in an
honors history class, "You are all going to be Communists within fifty years. Just remember
that every society must be ready for Communism — even America. "

10. Students participated in the Phillips Academy in Andover, Massachusetts student
exchange with an elite Soviet prep school deep in Siberia. The students "agreed one
characteristic was more striking than any other: an indefatigable commitment to Soviet
communism." One student, Horovath, said, "I think in general young people are more
committed to the Party's ideology than to their parents." Another student, Tom Clyde,
said, "They seem to think there is going to be a world revolution any day now and the
Communist Party will overtake America." 10

The Soviet Union: The Only Benefactor

Does our government really believe that the Soviet government is participating in these
student exchanges so that their students can be de-programmed and become good little
capitalists eager for peace at any price?

Michael Warder of the Rockford Institute says that "Exchanges are allegedly designed to
promote peace. " However, he points out that, as currently devised

most exchanges are of benefit only to the Soviet Union. In the summer of 1985 a group

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of 46 Soviets visited the United States on a so-called goodwill mission. But the 46 were
selected, briefed, and controlled by Soviet security organs. Each of the "friendly visitors"
had relatives being held hostage at home, lest any of them might consider defecting or
deviating from the official Soviet propaganda line. Their trip was paid for by the Soviet
government, and among them were Soviet agents.

Mr. Warder notes that

Soviet leaders know that if peace propaganda effectively reaches the U.S. public it will result
in the Congress voting less money for national defense. U.S. groups going to the Soviet Union
have no such "equal" opportunity to reduce Soviet arms expenditures. 11

How on target Warder's comments have proven to be! Soviet propagandizing of the
American people has been so successful that on May 9, 1989 four top Soviet officials
were given the red carpet treatment by the U.S. House Armed Services Committee: "They
appealed for a warmer approach by Washington and asked us to open a second front
against the Cold War." 12 Could their appearance have something to do with the proposed
defense budget cuts?

The cost to the American taxpayer — not only in terms of the miseducation of his
children, but also in terms of plain, hard-earned tax dollars — is immense. Soviet students
coming here are having their travel, living expenses, and tuition paid for by our tax dollars,
while some of our children cannot afford to go to college.

In 1988 the U.S. Department of State awarded $4,540,000 to various groups involved
in education exchanges with the Soviet Union and Eastern Europe. 13 This amount, which
is probably the amount doled out annually, is just the tip of the funding iceberg, with
large annual grants from other government agencies and tax-exempt foundations keeping
the controversial exchanges afloat.

It is to be hoped that the tragic Tiananmen Square massacre of Chinese students
will result in cancellation of the U.S. -Chinese student exchanges, resulting in a lessening
of our budget deficit, rather than in a transfer of those tax dollars into the U.S. -Soviet
education exchange account.

A Night to Remember tells of the five iceberg warnings sent by wireless to the Titanic.
When the sixth message — "Look out for icebergs!" — came in, the Titanic's operator wired
back, "Shut up. I'm busy." Just 35 minutes later, the ship whose captain had said, "God
Himself could not sink Titantic," was sinking.

We have been warned. Are we, like the Titanic's operator, convinced that "God
Himself cannot sink" America?

The question Americans must ask themselves is: Why, when the Soviet Union is an
economic, political, moral, and social basket case, militarily superior but internally on the
verge of collapse, does the United States seek its assistance in improving our educational
system? Those responsible should be required to justify their support for actions which are
not in the best interest of the United States.

The address for America's Future is: 7800 Bonhomme, St. Louis, MO 36105.

Endnotes:

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1. Bailey, Kathleen. "Disinformation: A Soviet Technique for Managing Behavior." Issues in Soviet Education: Proceedings of a
Conference, National Advisory Council on Education Research and Improvement, March 3, 1988.

2. Finn, Chester E., Jr., Assistant Secretary, U.S. Department of Education, "Mapping the Common Ground." Remarks before the
American Forum on Education and International Competence, St. Louis, MI, May 16, 1988.

3. Educators for Social Responsibility, Cambridge, MA. Promotional flyer entitled "Teaching for Critical Thinking in the Nuclear
Age: A U.S. -Soviet Institute," Leningrad, U.S.S.R., July 27-August 12, 1989 and flyer entitled "Educating for New Ways of
Thinking: An American-Soviet Institute," Hampshire College, Amherst, MA, August 7-21, 1988.

4. Carnegie Corporation of New York. "The List of Grants and Appropriations 1988," reprinted from the 1988 Annual
Report of the Carnegie Corporation.

5. National Academy of Education, Harvard Graduate School of Education, Cambridge, MA. Informational Letter entitled
"ACLS-U.S.S.R. Ministry of Education Commission on Education," Fall 1987.

6. "Computers," Education Week, Dec. 7, 1988.

7. "NSTA to Publish Soviet Journal," Education Week, May 17, 1989.

8. Breen, Tom. "Academy to Give Soviets Computers," Washington Times, Dec. 9, 1987.

9. "New Exchange Set for U.S., Soviet Students," Education Week, Sept. 28, 1988.

10. Lee, Gary. "The Students' Surprise," Washington Post, May 26, 1987.

11. The Don Bell Report, Nov. 21, 1986.

12. Gordon, Michael R. "House Panel Sees 4 Soviet Officials," New York Times, May 10, 1989.

13. Federal Register, Feb. 18, 1988.

Appendix XXIV

"Our Children: The Drones"

"Our Children: The Drones" by Ann Herzer, M.A., Reading Specialist. This two-part article
was written in 1984 and is reprinted here with permission of the author.

Parti

With taxpayers' money through a National Science Foundation grant, in 1968 Richard I.
Evans wrote B.F. Skinner: The Man and His Ideas. The philosophy stated in this book should
be of critical interest to all people that are interested in education and value the individual.
Following are some direct quotes from Skinner included in Evans's book:

I could make a pigeon a high achiever by reinforcing it on a proper schedule, (p. 10)

When I say a concept is irrelevant, I mean that it has no bearing on the kind of analysis
I am trying to develop, (p. 23)

For the purpose of analyzing behavior, we have to assume man is a machine, (p. 24)

You can induce him to behave according to the dictates of society instead of his own
selfish interest, (p. 42)

It is conceivable that a technique of control will be developed which cannot be discovered.
The word "brainwashing" is dangerous, (p. 54)

We want him [the student] to come under the control of his environment rather than on
verbal directions given by members of his family, (p. 64)

I predict that the curriculum of the future will be designed around various capacities and
abilities rather than subject, (p 72)

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A- 144

I don't believe in mental discipline as such.... I'm much more concerned with the student's
so-called personality traits, (p. 72)

I should not bother with ordinary learning theory, for example. I would eliminate most
sensory psychology and I would give them [the students] no cognitive psychology
whatsoever, (p. 91)

It isn't the person who is important, it's the method. If the practice of psychology [operant
conditioning] survives, that's the main objective. It's the same with cultural practices in
general; no one survives as a person, (p. 96)

It does bother me that thousands of teachers don't understand, because immediate gains
are more likely in the classroom than in the clinic. Teachers will eventually know — they
must — and I am more concerned with promoting my theories in education [operant
conditioning], (p. 106)

I should like to see our government set up a large educational agency in which specialists
could be sent to train teachers [in operant conditioning], (p. 109)

Have the radical psychologists achieved their goals? Let's take a look at exactly
what they believe.

The study of human emotions, feelings, and individual worth are of no concern to
these psychologists. They believe that by shaping behavior one can produce any "human
machine" that society needs. Skinner proposes to achieve this Utopian goal through the
American school system.

Evans asked Skinner what would happen if a "hostile government were to gain control
and proceed to shape the development of children, putting such techniques totally into use."
Skinner replied, "There's no doubt about it, but what are you going to do? To impose a
moratorium on science would be worst of all." Would it?

A Nation at Risk states that "If an unfriendly foreign power had attempted to impose
on America the mediocre educational performance that exists today, we might well have
viewed it as an act of war. As it stands, we have allowed this to happen to ourselves."
Did we? Did the American people really know what was happening in education and to
their children? The answer is no.

A naive and great nation of freedom-loving people has been deceived by a "technique
of control" that cannot be discovered by the average American. By subtle means of mind
manipulation from clever propaganda techniques to out-and-out lies, the American people
have been sold these radical ideas, methods, and techniques that truly place our nation
and our children at risk.

Skinner said, "You will teach your student as he wants to be taught, but never
forget that it is within your power to make him want what you want him to want." In
other words, a teacher can program and shape a child into being anything the radicals
decide he should be.

Parents and American citizens should be aware of the government-sponsored programs
being disseminated throughout the United States by the National Diffusion Network. The
Network was established in 1974 to promote government-approved educational programs.
Many of these programs are subtly designed with behavioral psychology techniques that

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could train young children to aim for limited goals of common labor. These programs
prey on the poor and minority children in our nation. Many of these programs started
in the 1960's.

You might wonder who selects these programs. A panel of twenty-two so-called
"experts" selects the programs and approves them for dissemination by the Network.
They are promoted in a book called Educational Programs That Work published by the
U.S. Department of Education.

A great number of programs being promoted by the Network state in the book that
"No evidence has been submitted to or approved by the Panel." It seems that even these
great experts are not willing to accept the responsibility if these government programs
fail or succeed.

The radical behavioral psychologists believe in a totally planned society with so many
elite to rule, while the drones follow like programmed robots.

Very few college professors, teachers, school board members, or the news media
have ever heard of the National Diffusion Network, and certainly the average American
citizen is not aware of the Educational Programs That Work book or the programs therein.
Every American should obtain this book and take a long look at just what their children
are being taught or not taught.

One experimental program after another has been placed in the American classroom
over the last twenty years. Many of these programs have been brought into the classrooms
over the objections of teachers and parents— those teachers and parents who understood
what was happening. These programs have proliferated to such an extent that the school
child has become a human guinea pig for these radicals who propose to bring about the good
life for the whole world by "brainwashing. "

When is the last time you heard your children speak of the "American dream"?

An unfriendly, "hostile government" in action? Well, maybe.

Part II

At taxpayers' expense, preparation of B. F. Skinner's dehumanizing book Beyond
Freedom and Dignity was supported by the National Institute of Mental Health (grant number
K6-MH-21, 755-01). Skinner suggested that "what is called for now is a 'technology of
behavior' — a systematic and scientific program to alter the nature of man."

The major theme in Evans's book is that because of the complexity of the modern world
we can no longer afford freedom and dignity; therefore, the scientific method of operant
conditioning should be used to control and shape mankind for the good of the world.

Man is considered a "human machine" with no soul, no free will, just a number like
"K6-MH-21, 755-01" to be manipulated by change agents— a group of self-anointed, radical
behavioral psychologists proposing to brainwash man into submission to whatever they
determine to be the best for mankind.

This is not a new theme in history. It is older than the Inquisition. What is new in history
is that a scientific method of brainwashing does exist. The American soldier in Korea and [the
Jones cult in] Jonestown, Guyana are only two recent examples of this fact.

If one were to attempt this radical change, the most logical place to start this step-by-step
"technology of control" would be to start in the schools and the free marketplace.

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A planned curriculum and a planned economy could strangle a nation like the United
States within a few short years, and help to bring about "equality" for the whole world. This
is conceivable if a technique of control could be developed that could not be detected by the
average American. Has it happened? Just look at our schools and the economy. How many
small companies have gone broke recently? How many small farmers are being forced out
of business? Who controls the schools, the industries, the media, the natural resources, and,
more importantly, who will control the land in the United States?

For the unread and skeptics, I'm going to suggest several books that give a comprehensive
overview of American education and the extensive use of classical and operant conditioning
in our society. Of course, one must first read Skinner's books to fully understand what
he has proposed.

Perhaps the best and most comprehensive book written that truly gives historical
documentation for the decline of our system was written by Augustine G. Rudd in 1957 and
called Bending the Twig. Mr. Rudd was chairman of the Educational Committee for the New
York Chapter of the Sons of the American Revolution. Far too much blame has been placed
on John Dewey, in my opinion. At least his educational theories were child-oriented, but of
course the radical psychologists were not in vogue in 1957.

A Report of the Comptroller General of the United States, dated April 15, 1977 (HRD-7749)
should be obtained from government records and read by all Americans. The title is
"Questions Persist about Federal Support for Development of Curriculum Materials and
Behavior Modification Techniques Used in Local Schools." It appears that nothing has
been done about the questions.

Other titles that everyone should read are:

The Psychological Society, Martin Gross

Thought Reform and the Psychology of Totalism, Robert Jay Lifton

Mind Control, Peter Schrag

The People Shapers, Vance Packard

Change Agents in the Schools, Barbara M. Morris

Behavior Mod, Philip J. Hilts

The Literacy Hoax, Paul Copperman

Legal Challenges to Behavior Modification, Reed Martin

Walden Two, B. F. Skinner

The Suicide Cult, Marshall Kilduff and Ron Javers
Snapping, Flo Conway and Jim Siegelman

Below are direct quotes from Beyond Freedom and Dignity:

Why should I care whether my government, or my form of government, survives long
after my death?...

Why should I be concerned about the survival of a particular kind of economic system?...

A remote personal good becomes effective when a person is controlled for the good
of others, and the culture which induces some of its members to work for its survival
brings an even more remote consequence to bear.... It is a matter of the good of the
culture, not of the individual....

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A programmed sequence of contingencies may be needed. The technology has been most
successful where behavior can be fairly easily specified and where appropriate contingencies
can be constructed — for example, in child care, schools, and the management of retardates
and institutionalized psychotics. The same principles are being applied, however, in the
preparation of instructional materials at all educational levels, in psychotherapy beyond
simple management, in urban design, and in many other fields of human behavior. . . .

Such a technology is ethically neutral....

It is not difficult to see what is wrong in most educational environments, and much has
already been done to design materials which make learning as easy as possible.

In Part I of "Our Children: The Drones" I quoted some of the change agents and how
they proposed to bring about the change in society and education.

This next article will deal with actual enactment of the methods and programs, and
how they are being promoted by the United States Department of Education through the
National Diffusion Network.

The first program I'm going to tell you about is the one that started what I now refer to
as my "search for freedom and dignity" for myself, children, and teachers. The first program is
known as The Exemplary Center for Reading Instruction. The word "reading" is a misnomer.
This program is pure operant conditioning in the best tradition of B.F. Skinner.

In 1978, I was working in a Title I program in Phoenix, Arizona. Our program was one
of forty that had been selected as outstanding programs in the United States. The government
was doing a three-year study on forty programs. The study was called the "Sustaining Effects
Study." I assumed that study was being done so our program and the other successful ones
could be used as examples for the rest of the country.

Our program was based on an individualized diagnostic program for each child. The
child's reading and math needs were determined and we were taught to remediate the specific
needs in each child's area of weakness, while trying to build on the child's strong areas as
well. We were proud to have been selected as one of the innovative programs in the nation.
Part of our program also called for continuous training in our area of specialization. Mine was
reading. I was also a member of the parent advisory committee.

In early 1978, our principal, Title I supervisor, and assistant superintendent of schools
for the district met with the Title I teachers and proposed a week-long workshop based on a
mastery teaching and learning theory. Quite a sales pitch was given for the method and the
director. My principal said he had known her for several years and that she was a personal
friend of a prominent church and business leader in our community. Since his daughter
was a personal friend of mine and he is highly respected as a church and community
leader, this was a good selling point from my point of view. Another selling point was the
limited cost of the workshop, and the training would include the Title I aides and some
of the classroom teachers as well.

The time arrived for the workshop, and substitute teachers were obtained for the
teachers. The training session was held at the district office. Our trainer's name was Mrs.
Currington from Hawkins, Texas.

We were to meet from 8:00 a.m. to 4:30 p.m. every day, Monday through Friday. We were
told that if we could not keep those hours and attend every day, not to attend the workshop.

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I thought that was rather strange, but said nothing at the time.

One of our teachers, Sherri , had small children and was having a problem

with adjusting the hours with baby sitters. Since her husband was a medical doctor,
she could not depend on him for before and after school care. She asked if she could
come late and leave early on some days. She was told no, and that it was her problem
to work out. Somehow she did.

On Monday when we arrived at the district office, we found our tables arranged in a
U shape with Mrs. Currington at the head. We were never introduced to her, nor were any
words of welcome extended. She started to teach, and I started to take notes. My supervisor
told me not to take notes, that all the information would be supplied later. I thought this was a
very strange arrangement, but I stopped taking notes for the time being.

Two hours into the program I whispered to Sherri, "Just what in the [h — ] is this?"
By this time they had handed out a massive workbook that made no sense whatsoever.
Sherri pointed out that no method or philosophy was stated in the book and asked me
if I thought this was strange.

When we broke for lunch, I met one of our outstanding classroom teachers in the
restroom and she was in tears. She said, "Ann, I don't know what is wrong with me. I have
never reacted to anything like this before." I said, "Deanna, this is the worst thing I have ever
been exposed to." She said, "Me too. I just thought it was me."

Several teachers had lunch together and we were all very alarmed about the workshop.
One old timer said, "This is just another program that we have to put up with — we have had
one after the other for several years. We just learn one method and program, then they bring
in another one. This will pass like all the rest. "

Since two hours' credit was being offered by UCLA at Davis, some of the teachers asked
me if I was going to sign up for it. I said no, because I would not want such a thing on my
transcripts. None of our teachers signed up for credit.

Daily, more and more of the teachers were raising their eyebrows and my friend Mary

was beside herself. Finally, I said, "Look, Mary, we bought a pig in a poke and

none of the teachers are buying this."

We were pressured to memorize the word-by-word directives and pass the proficiency
tests on a daily basis. Each teacher taking her turn, we were required to follow each directive
exactly as the students would. Finally, the teachers and aides started asking questions.
Some became downright hostile toward the teacher-trainer. Our questions were deferred
by intimidation. For example, when someone would question a portion of the teaching
technique, the trainer would say, "Shame on you. Don't you want to do what is best
for children?"

When Deanna pointed out that the program did not take into consideration the learning
styles of individual children, Mrs. Currington said, "The group is more important than
the individual and we should raise our children to be people pleasers." That is when
I really sat up to take notice. I recognized the philosophy right away, and I recognized
this program as being political.

Children were required to master each and every small step before moving on, and
only perfect penmanship was to be allowed from the child. Mary asked about small children
whose fine motor skills had not developed. Mrs. Currington said, "All fine motor skills have
developed by the age of one." Wow!

By this time Sherri was laughing. At one point an administrator from the district office

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came in and said, "We thought this was awful too when we attended the workshop last
week, but it gets better as the week goes along. " This was the first time we realized that the
administrators had taken the workshop, also.

At one point in the training we were required to raise our arms to a 45-degree angle with
our fingers pointed. The children were to do this whenever they completed an assignment
and the teacher was to check for perfect penmanship, etc. If the work was not perfect, then
the child had to start over. The rest of the class traced their word with their finger and said
the word in unison while the others made the correction.

I kept asking, "What is this method?" I was somewhat more verbal than the rest. At one
point my principal said they used this method in Germany. This is when I said to Sherri, "I
recognize the salute: Sieg Heil! I'm not going to do this again."

At this point I sat with my arms folded and Sherri continued to chuckle. I was
not laughing. This workshop was no longer funny. I was thinking that something was
very amiss.

Sherri and I were sitting at the same table across from each other. Mrs. Currington came
and moved our table out from the others and told us to work with the group across the
room. Since this was impossible, I thought it was very strange. That's when I noticed
that our behavior was being monitored by the teacher-trainer, Mrs. Currington. I told
Mary and Sherri to be careful of their actions because we were being monitored. They
said, "Oh come on, Ann."

The next day our table had been moved to the end of the room, in direct view of
the teacher-trainer.

On the last day of our workshop, Mrs. Currington said she had just returned from doing
a workshop in Boston, and they drove her out of town with police escort. Someone asked
her why, and she said it was because of a paper she had presented in the workshop. She said
she would not present the paper again unless Dr. Reid (the program director) ordered her
to. Deanna asked if she could see the paper and Mrs. Currington said yes if Deanna would
return it right after lunch and promise not to show it to anyone.

The next day Deanna told me that the paper was the "Children's Hour." 1 I said, "I'm
not surprised that they ran her out of Boston with police escort because that is where
they threw the tea overboard!"

I am happy to report that I did not pass their fidelity or proficiency tests.

Endnote:

1. "The Children's Hour" is a story by James Clavell which deals with the ability of a "new" teacher, brought to an elementary
classroom as a result of a "hostile government's takeover," who is able to completely subvert the values, beliefs and loyalties
of the children in a half hour's time. At the end of the story the children had cut up the American flag and thrown the flagpole
out of the window, and had been convinced that prayer was a waste of time because "what you receive always comes from
soembody else," not God. (See pp. 70-71 of this book.)

Appendix XXV

(1) "The Truth about How We All Have Been Had"

and

(2) "The Difference between Traditional Education and

Direct Instruction"

(1) "The Truth about How We All Have Been Had" by Charlotte T Iserbyt was an alert
sent out in late 1998, after the passage of Omnibus Budget Bill for 1999 which contained
the Reading Excellence Act. (2) "The Difference between Traditional Education and Direct
Instruction" by Tracey J. Hayes has been published in the January 1999 issue of The Education
Reporter after having been distributed with Iserbyt's alert.

(1) "The Truth about How We All Have Been Had"

Please bear with me. This alert is going to try to explain what happened on the slow
road to teaching our children how to read. You may use this alert/article in any way you wish
as long as you attribute it to the authors, Iserbyt and Hayes, and do not alter it or add to
it in any way. The story is sad and should make American blood boil. Before you start
reading, please take the time to read the last two pages of this alert containing an
article entitled "The Difference between Traditional Education and Direct Instruction"
by Tracey J. Hayes.

First, I want to thank the loop for alerting me about two years ago to the activities
of Doug Carnine, director of the federally funded National Center to Improve the Tools
of Educators (NOTE) at the University of Oregon. By the way, folks, that is a federally
funded office which has dealt for a very long period of time with programs for special
education children. Carnine's name jumped out at me when mentioned in one of the loop's
communications supporting direct, systematic, intensive phonics (direct instruction), which,

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Appendix XXV

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by the way, is NOT TRADITIONAL PHONICS INSTRUCTION.

I immediately thought, "Wait a minute. What's going on here? Is this the same Doug
Carnine who was involved with Siegfried Engelmann's Follow Through DISTAR program (now
known as Teach Your Child To Read in 100 Easy Lessons or Reading Mastery), about whom
I had written in my 1985 book Back To Basics Reform or... OBE Skinnerian International
Curriculum?" Of course it was, and from that time on I devoted much time trying to convince
parents that "direct instruction," regardless of whether it is spelled with lower or upper case
"d" and "i," is based on the operant conditioning experiments with animals carried out by
the Russian Ivan Pavlov and the American professor B.F. Skinner.

In January of 1997 I wrote many memoranda on this subject which were included
on the Internet Education Loop website, identifying Carnine and Engelmann with Ethna
Reid's learning program which Ann Herzer (a traditional phonics reading teacher opposed
to Skinnerian operant conditioning) so valiantly fought in the late '70s and early '80s. When
Herzer objected to the training, she was asked, "Don't you know we are training our children
to be people pleasers?" [See Appendix XVII of this book, ed.] I pointed out that my 1985 book
Back To Basics Reform Or... discussed the ECRI/DISTAR method. Many of us have fought this
method for twenty years and, sad to say, we have gotten nowhere. I suppose that is to
be expected since we are not part of the national conservative leadership nor are we part
of the education establishment leadership. No one listens to you unless you are well
funded and have fancy letterhead. Follow the money, follow the money. We didn't have
the resources to make a difference.

However, all is not lost if those of you who read this alert will take the necessary action
to stop the funding of the Reading Excellence Act at the local level. Millions of tax dollars will
be gushing forth in your communities to implement this Skinnerian reading program under
the guise of "scientific, research-based" phonics reading instruction.

Let me quote from an October 1997 letter Doug Carnine wrote to "concerned friends"
asking them to support H.R. 2614, The Reading Excellence Act, which called for the use
of "research-based" reading instruction programs; i.e., his and Engelmann's program
(ECRI/DISTAR). Obviously, use of these programs could be of financial benefit to those
involved in the development of the program. Carnine's letter encouraged the following:

As you know, significant reforms are in process in the bellwether states of California
and Texas as well as in many other states. State lawmakers, education leaders, and
concerned citizens are joining forces to ensure that the wealth of scientific research
on reading conducted during the past three decades is fully transformed into effective
classroom reading instruction.

Much of the "scientific research" to which he refers is the Skinnerian dog-training method
used in DISTAR and ECRI. Whenever you see the word "effective" related to education,
realize that it relates to the late Ron Edmonds's Effective School Research (Harvard and
Michigan State) . It says "almost all children can learn" when taught to the test, provided the
necessary environment for that individual child and enough time for the child to "master"
whatever the content (or workforce skills) is made available. That's Skinnerian/behavioral
terminology, for those who are not initiated. The new term for "environment" is now "positive
school climate," which takes the place of the behaviorist term "psychologically manipulative
environment." Effective School Research calls for the elimination of the Carnegie unit,

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norm-referenced testing, grade levels, etc. Effective School Research calls for outcome-based
education, which is mastery learning and can include direct instruction. Both are closely related
to Total Quality Management and Planning, Programming, and Budgeting Systems.

Of course, for those who don't have any problem with this type of education/training,
STOP: you need read no further. For those who may have questions, please bear with me.

First, you will want to be sure I am correct in my claim that this is, in fact, Skinnerian
dog training. The final piece of the puzzle, which should be the clincher and for which many
of us are most grateful (God works in wondrous ways!) came in the publishing of What Works
in Education, edited by Crandall, Jacobson, and Sloane (Cambridge Center for Behavioral
Studies: Cambridge, Massachusetts, 1997). 1 The Center's activities and publications can be
accessed on their website (http://www.behavior.org). Following are some excerpts related to
two of the nine programs discussed in this book:

What Works in Education is the result of a collaborative effort between two organizations:
The Cambridge Center for Behavioral Studies and Division 33 of the American Psychological
Association.... We would like to extend our gratitude to Doug Carnine, Professor of
Education at the University of Oregon, and Bonnie Grossen, Editor of Effective School
Practices, for consulting on this project.

The chapter entitled "Mabel B. Wesley Elementary" states:

The Mabel B. Wesley Elementary School in Houston, Texas, has had a schoolwide Direct
Instruction language arts curriculum since 1976, and has implemented other direct
instruction programs and other programs based on related approaches in other subject
matters.... Dr. Thaddeus S. Lott, Sr. is the Project Manager for the Northwest Charter District
and Mrs. Wilma Rimes is the principal of Mabel B. Wesley Elementary School.

In 1975... in searching for a means of improving reading skills, Dr. Lott, then the new
principal, visited a campus that was implementing the DISTAR reading curriculum (see
Direct Instruction for Teaching Reading and Remediation, Carnine and Silbert, 1979),
developed by Engelmann (reported in Becker, Engelmann and Thomas, 1975A and 1975B).
He was impressed by what he observed and began the implementation of DISTAR [now
called Reading Mastery, ed.] in 1976.

The chapter entitled "Exemplary Center for Reading Instruction — ECRI" by Ethna R. Reid
of the Reid Foundation states:

ABSTRACT: ECRI provides consulting and training for individual classrooms, grade levels,
or entire schools in implementing a direct instruction model in language arts. The ECRI
model is applied to and adapted for existing instructional materials. From these materials,
structured lessons are developed to teach an integrated curriculum of phonics, oral
and silent reading, comprehension, study skills, spelling, literature, and creative and
expository writing. ECRI also includes rate building, mastery learning, and behavior
management components.

ECRI identified effective teaching strategies later corroborated in the Follow Through
Program (Stebbins, L.B., St. Pierre, R.G., Proper, E.D., Anderson, R.B., & Cerva, R.T.,
1977) and now known as Direct Instruction (Jenson, Sloane & Young, 1988, pp. 335-336,

Appendix XXV

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350-362). ECRI adopted a general direct instructional approach and expanded it... in ways
that allowed application to existing subject material in any content area.

Can you not see that this is the necessary Skinnerian method for application to workforce
training? Skinner said, "I could make a pigeon a high achiever by reinforcing it on a
proper schedule."

The above ECRI connection with DISTAR (Reading Mastery), the direct instruction
program being pushed all over the country (Thaddeus Lott's Houston site is the best known)
should come as no surprise since the developer of DISTAR, Siegfried Engelmann, has his
work in Skinnerian operant conditioning cited several times in Ethna Reid's Teacher Training
Manual. Of interest is the fact that the U.S. Department of Education in 1981, when Ann
Herzer tried to have ECRI shut down, lied in writing when it said ECRI did not use
operant conditioning. I have all the correspondence regarding this controversy. A class
action suit should be filed against the U.S. Department of Education for its role in
promoting this type of training/ conditioning under the guise of "education" and for
lying about the method.

In other words, ECRI and DISTAR are not just close cousins; they are, in fact, fraternal
twins. The only difference between them is their name. They were both funded during the
War on Poverty, Great Society 1960s, and since that time have been used on the most helpless
members of our society, the underprivileged and minority children. Professors Benjamin
Bloom and Lee Shulman's 1968-1981 Chicago Mastery Learning Program was, according to
a March 6, 1985 article in Education Week

a tragedy of enormous proportions with almost one-half of the 39,500 public school students
in the 1980 freshman class failing to graduate, and only one-third of those graduating able
to read at or above the national 12th grade level.

Of interest is the fact that claims of effectiveness similar to those made regarding the Houston
DISTAR program were made by the elitist change agents during the 1970s and early 1980s.
The Chicago Program crashed in 1981.

What happened to the students who participated in Chicago's Skinnerian experiment?
What happened to Lee Shulman, who was involved in the Chicago Mastery Learning disaster?
Lee Shulman went on to become the Director of the Carnegie Foundation's Board for
Professional Teaching Standards, which is the architect of the performance-based (Skinnerian)
teacher training model. Shulman, who had been a Fellow of the American Psychological
Association and a Fellow of the Center for the Advancement of Behavioral Sciences, later
became President of the Carnegie Foundation for the Advancement of Teaching. The reader
should refer to the fact that the book What Works in Education is a result of a collaborative
effort between the American Psychological Association and the Cambridge Center for
Behavioral Studies. What rewards for such a disaster! The lives of the children involved in
the experiment are not so decorously documented.

One simple question should be asked which should put this whole matter to rest:
Why haven't the underprivileged, the minorities, etc., had more academic success if these
programs (which have been used in most of our inner cities under the guise of effective
schooling practices) are in fact so "effective"? Why is it that some very good anti-OBE people
out there don't even realize that this method is OBE? It is based on Bloom's and Spady's

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contention (which, by the way, is embraced by the Soviets in their polytechnical training
as well) that "all except the most seriously handicapped" children can learn, if they work
at their own pace with an individualized education plan, are taught to the test, do not
have to compete with classmates, are subject to criterion-referenced testing rather than
norm-referenced testing, and have as long as they want to "master" the controllers' outcomes,
results, or competencies. Outcome-based mastery learning/direct instruction is what the
United Nations is talking about when it refers to Lifelong Learning. Everyone can take as
long as needed to "master" what the corporate and international planners want as long as
everyone "masters" it, even if it takes a lifetime. God forbid that you may not want to master
certain things. And don't forget, it's not just students but all of us who will be involved in this
lifelong learning — unless, of course, Americans wake up and do something.

Whether either program has produced the gains proponents of the "method" suggest is
questionable. The basic skills test results from Mission, Texas, which used ECRI for a period
of twenty years, certainly are dismal. Much more documentation is required in this regard.
By the time we have the sad truth regarding longitudinal test studies, including information
on where the DISTAR-educated students are now or 10 years from now, and what they are
doing, if anything, it will be too late. Norm-referenced testing will be a thing of the past.
Performance-based testing (portfolios, demonstrations, etc.) will be standard, and we will
have highways plastered with "My Son/Daughter Is an Honor Student." We will never
know how dumbed down our children are except when, instead of saying "Please, may I
have the ketchup?" they simply grunt a certain number of times for ketchup and a certain
number of times for butter, etc.

The basic question, however, aside from test scores, remains: Is it moral to use this
method on children in the classroom without their informed consent, even if results show
small and temporary gains? There are laws on the books which give prisoners protection
against such behavior modification methods. Medical research is available showing that
operant conditioning causes psychological, neurological, and medical problems. Children
in the ECRI program have exhibited such symptoms. There are doctors' statements to
this fact.

For those who still don't believe that DISTAR (Reading Mastery) is the same as ECRI, let
me quote from a few pages of a dissertation by a top state department of education official
who does not wish to have it attributed to him. The paper, written in 1986, entitled "The
Exemplary Center for Reading Instruction — ECRI," states in part:

One of the major goals was to do a cost-effectiveness study to ascertain the most beneficial
time to introduce academic skills to students. The only break the children had during
their instruction was a snack time which was used as a language experience to discuss
the various foods the children were eating. The main instructional unit was the SRA
DISTAR Program. The results showed an increase in pupil IQ of approximately 20 points
in the first year of the program and elimination of a great many behavioral problems,
[emphasis added]

Facts Established

1. ECRI and DISTAR are fraternal twins, and both use Skinnerian operant conditioning.

2. Operant conditioning is based on Pavlov's experiments with slobbering dogs.

Appendix XXV

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3. The Right to Read Foundation, formerly headed by Robert Sweet, supports Teaching
Your Children to Read in 100 Easy Lessons, which is SRA's DISTAR (Mastery Reading). Sweet
recently became a consultant to the House Education and Workforce Committee and helped
draft and promote the Reading Excellence Act. Several years ago when Tracey Hayes, a
researcher, brought her concerns regarding the Carnine/Engelmann program to his attention,
Sweet told her he saw nothing wrong with mastery learning. Good parents looking for
traditional phonics-based reading instruction for their children have been had by the master
manipulators' use of the Hegelian dialectic. They (the internationalist change agents) created
the whole language disaster (or took advantage of it) in order to get parents to scream so that
parents could be offered the predetermined solution: the direct instruction Skinnerian program
which can be applied to any other disciplines, including WORKFORCE TRAINING!

And the desperate parents have bought into this shameful scam, thinking that the
educational establishment really cared about their children learning to read. The corporate
sector, which supports direct instruction, does not really want educated workers. Thomas
Sticht, a member of the Secretary's Commission on Achieving Necessary Skills (SCANS) said as
much when he was quoted in an August 17, 1987 Washington Post article as follows:

Many companies have moved operations to places with cheap, relatively poorly educated
labor. What may be crucial, they say, is the dependability of a labor force and how well it
can be managed and trained — not its general educational level, although a small cadre of
highly educated creative people is essential to innovation and growth. Ending discrimination
and changing values are probably more important than reading in moving low-income
families into the middle class.

Sticht was also at one time associated with the "Hooked on Phonics" program. Oh,
what a tangled web we weave! Harvard's Professor Anthony Oettinger, a member of
the Council on Foreign Relations, which is bringing us STW, Free Trade and Global
Governance, said in 1981:

The present "traditional" concept of literacy has to do with the ability to read and write.
But the real question that confronts us today is: How do we help citizens function well in
their society? How can they acquire the skills necessary to solve their problems? Do we really
have to have everybody literate — writing and reading in the traditional sense — when we
have the means through our technology to achieve a new flowering of oral communication?
It is the traditional idea that says certain forms of communication such as comic books
are "bad." But in the modern context of functionalism they may not be all that bad.
[emphasis added]

All that one must do to smell one big rat is ask the following questions:

1. Why would former California Commissioner of Education William Honig (who was at
one time someone parents loved to hate) support something supposedly good for our
children (DISTAR/ECRI) after years of implementing the progressive, humanistic agenda?
Why would the leadership of the two major teacher unions support a method which
supposedly is in the best interests of your children unless all of them have been walking
down the road to Damascus?

Thanks for listening.

Appendix XXV

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P.S.: Samuel Blumenfeld, in the Foreword to my new book, has taken a stand against
direct instruction. He's a very principled fellow! I hope this alert will get a lot more principled
people to take a stand against this method before it's too late.

Endnote:

1. What Works in Education can be ordered from the Cambridge Center by calling 1-978-369-2227.

(2) "The Difference Between Traditional Education and Direct Instruction"

by Tracey J. Hayes

The major difference between Traditional Education and Direct Instruction (DI) is the
method in which the content is taught.

Traditional education focuses on content-rich curriculum in which a particular subject is
"introduced, taught, and reviewed," moving from simple to complex, spiraling back to refresh
and retain previously learned material while progressing in that subject. Some publishing
companies make recommendations on what content is to be taught, but in most traditional
education classrooms, the teacher decides "how" the "what" is to be taught.

To help determine student achievement in traditional education, weekly quizzes and
end-of-chapter tests are administered. One hundred percent mastery is, however, not
expected. The teacher knows that with time and review, retention of knowledge and test
scores will improve. The object of traditional education is to offer students a broad foundation
of information, based on facts and figures, that will be retained for future application on high
stakes assessments, education and career objectives, and life-long wisdom.

Traditional education is sometimes described as "direct instruction." In traditional
education the teacher stands in front of the classroom "directly instructing" the students in
the subject matter. Direct instruction and teacher-directed instruction (used in traditional
education) are examples of how words in our language can be perceived as being one and the
same, when in fact they are very different from one another. Deceptive semantics has created
much confusion among many educators as well as parents.

With traditional education, on Monday the teacher assigns her class a chapter to read
on the subject of George Washington crossing the Delaware. She tells them they will be tested
on this subject on Friday, but she doesn't tell them exactly on what they will be tested. In
other words, they must learn as much as they can about everything in the chapter — including
the name of George Washington's horse. When tested, the students might receive a 75 % or
80% grade and some parents may be upset with what they consider a "low" grade. However,
in fact, the students have done far better than students using mastery learning or direct
instruction who are taught to the test, only learning that material on which the teacher tells
them they will be tested and receiving a grade of 90-100%. The students in the traditional
education class have actually learned many, many times more than the students in a
mastery learning or direct instruction class, even though they did not have to use all
they learned on their test. Professor Benjamin Bloom, the father of mastery learning, was
certainly correct when he asserted that students could reach 85% mastery— of a limited
or dumbed down curriculum.

Direct Instruction focuses on a narrow curriculum in which a particular subject is

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introduced via a stimulus, expecting a particular response from the student. Based on
behavioral psychology and the work of B.F. Skinner, DI requires the teacher to use operant
conditioning and behavior modification techniques. In a DI classroom the teacher must
follow a prescribed set of lesson plans, sometimes in script form, and use certain cues
such as clapping with the intent to incite a certain reaction such as unison chanting
from the students. In many classrooms, rewards and tokens are also used to generate a
predetermined response (S-R-S) .

Direct Instruction is a teaching method that bypasses the brain and instigates a reflex
that is not natural, but rather controlled and programmed. This kind of manipulation causes
some students to become so stressed that they become sick or develop nervous tics. Many
DI programs are designed for the computer with built-in bells and whistles to "control
and pace the learning outcomes." With outcome-based education (OBE) already in many
schools, Computer Assisted Learning (CAL), programmed with the ML/DI method, is also
promoting affective/subjective goals.

Direct Instruction expects mastery (ML) to be achieved in each area of instruction before
moving onto the next level. There are frequent tests, cramming, cranking, and drilling the
skills to perfection, so test scores are usually high in the early years. Typical classrooms,
however, consist of students with varying abilities, so the amount of content is decreased
to accommodate the slowest learner. In some schools cooperative learning is used to
appease the high achiever. Since review of previously learned materials is not encouraged,
overall retention is less. SAT scores are low, and ultimate application is not achieved
and in some cases stifled.

Direct Instruction has been used for decades in areas where poverty is prevalent because
the method of teaching promotes order and discipline in the classroom. Since many parents
want to discard whole language and implement phonics, schools across the nation are adopting
DI programs without truly understanding the method behind the content. At the expense of
destroying one's free will, these schools are training students to become passive drones rather
than educated citizens. As students plateau at a certain level because they cannot make sense
of the knowledge they once were expected to recall on command, one must wonder if the
pressure to perform like barking dogs is what students really need or what we really want.

Appendix XXVI

"Shamanistic Rituals in Effective Schools*"

"Shamanistic Rituals in Effective Schools*" by Brian Rowan, Senior Research Scientist, Far
West Laboratory for Educational Research and Development. Paper presented at the annual
meeting of the American Educational Research Association, New Orleans, LA, April, 1984.
Asterisk in title is notation on bottom of title page which states, "Work on this paper
was supported by the National Institute of Education, Department of Education, under
Contract No. 400-83-003. The contents do not necessarily reflect the view or policies of
the Department of Education or the National Institute of Education." Brian Rowan was
involved in Bill Spady's Far West Lab grant to the Utah State Department of Education to
"put OBE in all schools of the nation. "

This paper develops a theoretical perspective for analyzing the non-scientific uses
of research in educational policy debates. A central focus is educational researchers' use
of shamanistic rituals to affect organizational health (cf., Miracle, 1982). A number of
shamanistic rituals derived from research on "effective" schools are described here, and an
analysis demonstrates the circumstances under which these rituals can be used to divine the
unknown, cure ills, and control uncertain events.

Background

Miracle (1982) suggested that shamans and applied social scientists perform a number
of similar functions in society. Shamans, the powerful medicine men of premodern societies,
worked mainly to cure ills, divine the unknown, and control uncertain events, and they
performed these functions by using a specialized craft obtained after a long period of formal
initiation and training. Similarly, applied social scientists acquire a specialized craft after
initiation and training, and they too are called upon to alleviate the vague ills of corporate
groups, divine the unknown for organizational strategists, or bring order to the uncertain
events that plague institutional affairs.

The analogy raises a number of important issues for applied social science. First and

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foremost, shamans practice magic, whereas applied social researchers are thought to practice
"science." To liken scientists to magicians raises interesting questions about the relationship
of science to pragmatic action. An additional problem is that shamans are but one of the
many practitioners of magic in societies, and they can be distinguished from others who
employ magic in their rituals, for example, sorcerers, witches and wizards. This observation
raises questions about the uses of research in modern policy analysis. If educational
"science" functions as magic, who are the shamans, witches, and sorcerers of educational
research?

Forms of Pragmatic Action

We begin with the problem of whether applied educational scientists practice magic.
A number of anthropologists have observed that magic is used for pragmatic purposes
in premodern societies, but that magic is not the only form of pragmatism available to
premodern practitioners. For example, both Malinowski (1948) and Evans Pritchard (1965)
argued that premodern societies possessed sound technical logics that practitioners could
use to successfully accomplish most work tasks. In addition, premodern people were able
to sharply distinguish between these working, practical logics and magic. In premodern
societies, when tasks were going well, the technical logic of everyday work dominated
action. But as uncertainties increased, or as conflict and stress became more problematic,
premodern practitioners began to supplement technique with magic. Thus, Malinowski
(1948) observed the fishing practices of Trobriand islanders and found that, in the safety of
lagoons, practitioners made little use of magic and relied primarily on established technical
routines to ensure good fishing. But as activities moved into the more dangerous open seas,
magic was increasingly invoked as a supplemental technical aid.

Similar points can be made about the modern educational practitioner's use of research.
It seems clear that schools have an established series of technical routines (Goodlad, 1983).
But these practices are not grounded in the highly stylized logics of modern science. Rather,
they exist in the more subtle and largely unarticulated logic of teachers and administrators
(Jackson, 1968). Although some educational observers have likened this unarticulated logic
to magic (e.g., Lortie, 1975), Malinwoski's (1948) [sic] discussion suggests that it is more
appropriate to think of educational research as magic. The educational practitioner appears
to make wide use of the subtle and unarticulated logic of schooling, and this logic appears
to have the desired technical effect on a large number of students (Hyman, Wright and Reed,
1975) . Practitioners make much less use of the stylized "scientific" knowledge of applied social
scientists. Indeed, like Malinowski's Trobrianders, they appear to reserve the use of "science"
for those sectors of schooling which are problematic or in "crisis."

Other arguments also suggest that educational "science" functions much like magic.
As Miracle (1982) noted, both applied social scientists and shamans utilize a "force" that
derives from an other world (Mauss and Hubert, 1961). Shamans, for example, often travel to
other worlds to communicate with spirits or accompany the dead to their supernatural resting
places. As a result, they are said to inhabit both the real world and a spirit or supernatural
world. Similarly, applied scientists appear to inhabit two distinct worlds, one the "real"
world, the other the proverbial "ivory tower." It is widely recognized that knowledge gained
in the ivory tower is not the same as that gained in the "real" world, an observation that
endows "scientific" knowledge with a certain otherworldly nature. Thus, like shamans,
applied educational scientists inhabit two worlds and practice a craft that has a special
legitimacy in social affairs.

Appendix XXVI

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Types of Magic

If we perist [sic] in the analogy between educational "science" and magic, it becomes
useful to classify various types of magic and magicians. In premodern societies, for example,
there were numerous practitioners of magic, including not only shamans, but also various
witches, wizards and sorcerers. Distinctions among these practitioners can be made on
the basis of their actual magic practices. Wizards and witches often practiced forms of
"black magic" that were used as weapons to defend interests or harm enemies, whereas the
shaman's magic was most often employed for benevolent purposes, including the curing of
ills. There is also a need to look carefully at the rituals practiced by different groups. For
example, shamans often engage in a common "spitting and sucking cure," but they also use
other rituals from their "bag of tricks."

Educational researchers can also be classified by the types and functions of the rituals
they perform. For example, policy analysts sometimes use the rituals of research to confound
and weaken political or scientific opponents, a form of research that appears similar to the
"black" magic of witches. But there are also research shamans who can be called upon
by policy analysts to perform healing rituals. All types of research ritualists select from
a common and well-known bag of research tricks, although in recent years there has
been a rise of ritual specialists who exclusively work either qualitative or quantitative
magic on policy audiences.

Shamanism and School Effectiveness Research
In this paper, we limit attention to a single type of research ritualist — the research
shaman — and to a few related magic tricks used within a narrow policy domain. Our interest
is in describing research rituals that heal and revitalize sectors of education and not in
research that fans controversy, inflicts harm on ideological enemies, or demoralizes existing
constituencies in a policy domain. Moreover, the analysis will be narrowed to a few research
rituals used in one policy domain to better illustrate how research shamans operate.

Shamanism and Crisis

It is commonly observed that working practitioners in education remain detached from,
even ignorant of, the findings and applications of applied research. Yet this observation is
not entirely true. Educational policy makers and their research ritualists continue to generate
research, and this research continues to play a role in certain sectors of educational practice.
Thus, a question emerges: in what sectors of educational institutions are the rituals of
research shamanism most utilized?

Anthropological studies suggest some answers to this question. It has been argued that
magic assumes its highest importance in institutional sectors plagued by three conditions: (a)
high levels of technical uncertainty; (b) structural cleavages that create great stress among
social groups; and (c) social disorganization that creates problematic mood states among
participants (Malinowski, 1925; Gluckman, 1952; Wallace, 1956). The argument here is that
research shamanism is most valued in sectors of education that contain these characteristics.
Thus, research in education is most numerous in areas where there is high technical
uncertainty (do schools/programs/teachers make a difference to educational outcomes?) . The
rituals of research also take on great importance in areas where there is conflict among
social groups (are new educational initiatives needed to redress past social inequities?).
And finally, research is increasingly directed at problems related to disorganization and

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dissatisfaction in institutional sectors of education (are urban/high schools better or
worse than in the past?) .

Research on Effective Schools

Research on effective schools has its origins in these problems. The research deals
with a sector of educational institutions — the instructional core — which has long been the
subject of uncertainty, conflict, and pessimism, and where the use of myth and ritual has
been common (Meyer and Rowan, 1977; 1978). What is distinctive about "effective schools"
research, in contrast to much past scientific work, is that it has taken a shamanistic
approach to the problems of schooling. It has not fanned the flames of discontent and
uncertainty like previous scholarly work (e.g., Coleman et al., 1966; Averch et al., 1972;
Jencks et al., 1972), but instead has held out hope that the pervasive ills of modern
urban schooling can be cured.

Edmonds (1979a), the most powerful of all effective schools shamans before his
untimely death, seemed accutely [sic] aware of the need for healing in modern educational
institutions, and a careful reading of his works reveals his strategy for effecting a cure for
the problems confronting urban education. He argued that research must be used to counter
the pessimistic view that schools have weak effects on student outcomes, and that as this
occurred, practitioners could attain new expectation states that facilitated, rather than
hindered, the achievement of disadvantaged children (see, especially, Edmonds, 1978; 1979b).
Thus, Edmonds saw that "science" could be used to confront the conflicts, uncertainties, and
problematic mood states afflicting modern schooling.

That Edmonds' [sic] approach possessed a special "force" in educational policy arenas is
indisputable. Like the revitalization movements that swept the great plains during the period
of indian [sic] decline (Wallace, 1966), the rituals of effective schools research diffused
widely and rapidly. They were adopted by other shamans, who brought them to state
departments of education and local school systems, and there these rituals were used as the
cornerstone of ambitious revitalization ceremonials (see, e.g., Ogden et al., 1982; Shoemaker,
1982; Clark and McCarthy, 1983).

It is worth noting that the perspective being developed here does not necessarily imply
that these shamanistic rituals are hoaxes. Indeed, just as many modern medical practitioners
have come to recognize the wisdom and efficacy of shamans, there is at least some reason
to think that the arguments of effective schools proponents possess some scientific merit
(see, e.g., Rowan, Bossert and Dwyer, 1983). Nevertheless, for the moment, it is useful
to suspend our empirical curiousity [sic] about whether these initiatives really "work,"
[sic] and to examine instead some of the concrete ritual practices that characterize this
new educational movement.

Important Shamanistic Rituals
It has already been suggested that shamanistic rituals are designed to cure ills,
divine the unknown, and control uncertain events. In this section of the paper, three
prominent effective schools rituals are discussed and their relationship to the central
functions of magic are illustrated.

Curing Ills with Literature Reviews

We begin with one of the most common shamanistic rituals in the effective schools

Appendix XXVI

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movement, the glowing literature review that promises relief from the currently pervasive
sense that educational institutions are in poor organizational health. Miller's (1983:
1) review illustrates the general form of this ritual: "Not so long ago the conventional
wisdom regarding American schools was that 'schools do not make a difference.' ...Yet
today... the message of... research is primarily postive [sic] and upbeat: schools can make
a difference" (Miller, 1983: 1).

A closer look illustrates the consistent dramatic form used by reviewers to affect the
promise of a cure. First, the authors contrast the dismal tradition of school effects research
with "more recent" and more positive studies of effective schools. This is followed by the
citation of a host of previously unpublished and obscure studies which are often nothing more
than other positive literature reviews. The final step is a grandiose concluding statement,
which most often calls on practitioners to adopt the new discoveries.

We speculate that these rituals have their most dramatic effect on naive individuals who
have little time or inclination to follow-up footnotes or read works cited in the text, or on
those who have little tolerance for the ambiguity that marks true scientific debate. Lacking a
systematic understanding of the scientific pros and cons of effective schools research, naive
individuals are left only with the powerful and appealing rhetoric of the reviewers. Thus it
is that research on effective schools has come to be seen as a "cure" for educational ills the
less it has been published in scholarly journals and the more it has been disseminated in
practitioner magazines. The experiences shaman knows to avoid the scrutiny of scholars,
for this can raise objections to the "scientific" basis of ritual claims and divert attention
away from the appealing rhetoric. Instead, the shaman cultivates the practitioner who
needs a simple and appealing formula.

Divining the Unknown Using Outliers

While the literature review ritual can be observed equally well by both qualitative and
quantitative specialists, a second ritual, designed to divine the unknown, is the exclusive
domain of quantitative ritualists. The ritual uses residuals from a regression analysis to identify
"effective" schools and to contrast them with "ineffective" schools. The purpose is to divine
an answer to two nagging questions in school effectiveness research: which are the effective
schools in a system and what are these schools doing that makes them different?

The techniques involved in this ritual have been described before (see, Rowan et al,
1983). A regression equation predicting school achievement from school socioeconomic
composition is tested, and errors of prediction are calculated. The errors (or residuals)
are used to identify "effective" and "ineffective" schools and form samples for contrasted
groups studies. The ritual almost always strongly supports the rhetorical posture of the
ritual literature review. Since predictor variables never account for all of the variance in
school-level achievement, an analysis of residuals will always demonstrate that schools differ
in achievement even after controlling for socioeconomic composition. Thus any experienced
shaman can find "effective" schools. Second, if a shaman asks a large number of questions,
a number of structural and cultural differences between effective and ineffective schools can
be found. Thus, the outliers ritual not only identifies the previously unrecognized "effective"
schools, it also reveals for the first time why these schools attain effectiveness.

From a magician's standpoint, this ritual's power can be increased in a number of ways.
First, the worse the specification of the initial regression model, the more persuasive the
ritual. For example, by failing to include all measures of school socioeconomic composition,

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a shaman can increase the residual achievement differences between schools. This, in turn,
enhances claims that "effective" schools make a difference to achievement. Moreover, to
the extent that school characteristics are correlated to omitted socioeconomic predictors,
mis specification [sic] enhances the liklihood [sic] that differences in school characteristics
will be found between "effective" and "ineffective" groups of schools. Thus, the worse the
initial regression model, the more powerful the shamanistic ritual.

A related tactic is to use aggregate models. By using schools rather than individuals as
the unit of analysis, proportions of variance in achievement explained by school management
and culture are increased. In between-school analyses, schools can be seen to account for
nearly 30 % of the variance in achievement. But in between- individual analyses, this is reduced
to about 5 % . Thus, effective schools ritualists have been able to inflate their claims of school
effects through a simple aggregation trick (see Alexander and Griffin, 1976).

The experienced shaman also avoids certain practices. For example, it is wise not to
repeat the residuals ritual in the same population, for this highlights the low correlation of
residuals over time and raises questions about measurement reliability. It is much wiser to
demonstrate reliability by using the conventional, and cross-sectional, "split/half" procedure
of psychometricians (see, Forsythe, 1973). Similarly, after a few performances of the residuals
ritual and the associated contrasted group study, it becomes possible to ignore problems
of validation. Thus, as time moves on, the wise shaman avoids achievement data and the
residuals ritual entirely, and instead assesses schools on the degree to which their structures
match those of previously identified "effective" schools.

Controlling Uncertainty through Measurement

A final shamanistic ritual in the effective schools movement requires the shaman to have
advanced training in the art of psychometrics. The ritual is particularly suited to application
in urban or low performing school systems where successful instructional outcomes among
disadvantaged students are highly uncertain but where mobilized publics demand immediate
demonstrations of success. The uncertainties faced by practitioners in this situation can easily
be alleviated by what scholars have begun to call "curriculum alignment. "

This ritual begins with an analysis of what is actually being taught in schools. The
shaman conducting the ritual assembles a group of local practitioners and together they
list instructional objectives for each grade level. The next step is to find achievement tests
that ask questions related to these objectives. To the extent that test items matching local
objectives are found, either in commerically [sic] prepared tests or in locally constructed ones,
and to the extent that these items are used in achievement testing rather than the haphazard
collection of items contained in most commerically [sic] prepared tests, the curriculum and
testing systems of the local school are said to be "aligned."

Since it is known that at least some variance in student achievement is a function of
students [sic] opportunity to learn what is tested in criterion measures (Cooley and Leinhardt,
1980), the alignment ritual can have immediate effects on perceptions of effectiveness. For
example, a school system moving from an unaligned commercially prepared achievement
test to an aligned one can expect that it will score higher on national norms than before. But
this increased "effectiveness" does not occur because students are learning more or different
things. In the typical alignment ceremony, only test items — not instruction — are changed.
Nevertheless, while student learning remains unchanged, alignment allows students to
practice criterion measures and achieve higher test scores, thus giving them an advantage

Appendix XXVI

A-165

over comparable students in unaligned school systems.

An even more powerful demonstration of instructional effectiveness can be achieved if
shamans avoid the standard psychometric practice of designing norm-referenced achievement
tests and move instead toward criterion-referenced tests. As Popham and Husek (1969)
discussed, the typical norm-referenced achievement test eliminates items that nearly all
students in a population can answer correctly, since norm-referenced tests are designed
to produce between-student variance in achievement scores. But if one neglects this
practice and allows items that almost everyone can answer correctly to be included
in achievement tests, a larger number of students will appear to be performing more
successfully in their academics.

Thus, the art of measurement can be used as an aid to shamanism, espcially [sic] in
urban schools plagued by the uncertainties of student performance. Student variability in
performance can be reduced, and relative performance increased, not by changing instructional
objectives or practices, but simply by changing tests and testing procedures.

Conclusion

The analysis of specific shamanistic rituals in the effective schools movement raises a
number of important questions about the relationship of applied science to pragmatic action.
Most importantly, it suggests that future studies of "science" as magic are needed. There
is a need to begin to chart other rituals used by applied scientists to disarm enemies, cure
ills, and divine the unknown. Moreover, there is a need to study the conditions under which
these magical practices spread through practitioner populations. Using this perspective, much
of the literature on organizational change and applied research can be rewritten from an
institutional perspective (Meyer and Rowan, 1977).

At the same time, there is a need to carefully analyze the science of magic. There can be
little doubt that Malinowski's (1948: 50) observations about premodern magic will ring true
for many observers of current applied research in education:

...when the sociologist approaches the study of magic... he finds to his disappointment an
entirely sober, prosaic, even clumsy art, enacted for purely practical reasons, governed by
crude and shallow beliefs, carried out in a simple and monotonous technique.

Yet this "clumsy" art sometimes achieves great effects in practitioner communities and may
even have some empirical merit, and this raises the appealing promise that applied social
scientists can someday develop shamanistic rituals that empirically "work. "

References

Alexander, K. and L. Griffin. School district effects on academic achievement: a

reconsideration. American Sociological Review, 1976, 41, 144-151.
Averch, H.A. et al. How effective is schooling? A critical review of research. Englewood

Cliffs, N.J.: Educational Technology Publications, 1972.
Coleman, J.S. et al. Equality of educational opportunity. Washington, D.C., U.S.

Department of Health, Education and Welfare, 1966.
Cooley, WW and G. Leinhardt. The instructional dimensions study. Educational

Evaluation and Policy Analysis, 1980. 2, 1-26.
Clark, T.A. and D. McCarthy. School improvement in New York City: the evolution of a

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project. Educational Researcher, 1983, 12. 17-24.
Edmonds, R. A discussion of the literature and issues related to effective schooling. St. Louis:

CEMREL, Inc., 1978 [sic].
Edmonds, R. Effective schools for the urban poor. Educational Leadership, 1979a, 37, 15-24.
Edmonds, R. A conversation with Ron Edmonds. Educational Leadership, 1979b, 37, 12-15.
Evans Pritchard, E. Theories of primitive religion. London: Cambridge Press, 1965.
Forsythe, R.A. Some empirical results related to the stability of performance indicators in Dyer's

student change model of an educational system. Journal of Educational Measurement, 1973,

10, 7-12.

Gluckman, M. Rituals of rebellion in S.E. Africa. London: Oxford Press, 1954.
Goodlad, J.I. A Place called school. New York: McGraw Hill, 1983.

Hyman, H.H., C. Wright and C. Reed. The enduring effects of education. Chicago: University of

Chicago Press, 1975.
Jackson, PW. Life in classrooms. New York: Holt, Rinehart and Winston, 1968.
Jencks, C.L. et al. Inequality: a reassessment of the effects of family and schooling in America.

New York: Basic Books, 1972.
Lortie D. Schoolteacher. Chicago: University of Chicago Press, 1975.
Malinowski, B. Magic, science and religion. Glencoe: Free Press, 1948.

Mauss M. and H. Hubert. On magic and the unknown. In, Parsons, T. et al (eds.). Theories of
society, II. Glencoe: Free Press, 1961.

Meyer, J. and B. Rowan. Formal structure as myth and ceremony. American Journal of Sociol-
ogy, 1977, 83, 340-363.

Meyer, J. and B. Rowan. The structure of educational organizations. In M. Meyer et al, Environ-
ments and organizations. San Francisco: Jossey Bass.

Miller, S. A history of effective schools research: A critical review. Paper presented at the annual
meeting of the American Educational research [sic] Association, Montreal, April, 1983.

Miracle, A.W The making of shamans and applied anthropologists. Practicing Anthropology,
1982, 5, 18-19.

Ogden, E., W. Fowler and D. Kunz. A study of strategies to increase student achievement in low
achieving schools. Paper presented at the annual meeting of the American Educational Research
Association, New York, March, 1982.

Popham, W. and H. Husek. Implications of criterion referenced measurement. Journal of Edu-
cational Measurement, 1969, 6, 1-9.

Rowan, B., S. Bossert and D. Dwyer. Research on effective schools: a cautionary note. Educa-
tional Researcher, 1983, 12, 24-31.

Shoemaker, J. What are we learning? Evaluating the Connecticut school effectiveness project.
Paper presented at the annual meeting of the American Educational Research Association,
New York, March, 1982.

Wallace, A. Revitalization movements. American Anthropologist, 1956, 58, 264-281.

[Ed. Note: We shall forever be grateful to Brian Rowan for crafting such an eye-opening presentation
of the process used by the change agent "shamans" to sell the damaged goods of Effective Schools
Research — and many other programs, like OBE, mastery learning and direct instruction — through
manipulated or "massaged" research data. His expose of the use of alignment of curriculum to test-
ing to create an illustion of improved performance of schools is quite phenomenal for someone so
involved in the spread of OBE to "all schools in the nation."]

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Appendix XXVII

"Big Bad Cows and Cars:
Green Utopianism & Environmental Outcomes"

"Big Bad Cows and Cars: Green Utopianism & Environmental Quality," by Sarah Leslie
from the Free World Research Report (Vol. 2 No. 6), June 1993. Reprinted in its entirety
with permission of author.

The problem with cows and cars, it seems, is with their... well, er... emissions. Both are
supposedly responsible for wreaking havoc on the planet Earth (spelled with a capital "E"
to suggest respect and "reverence") because of their C0 2 output— for one a matter of life, for
the other a manner of mechanization.

They both have to go. This means tractors, too, of course. The goals for sustainability,
according to the latest environmental craze (which we have dubbed "Green Utopianianism") ,
require an abandonment of modern material affluence, a transfer of wealth to third
world countries and, unmistakably, a return to the manual plow accompanied by a
vegetarian diet.

Where can one find such Utopian nonsense? It is popping up with increasing frequency
in mainstream publications and credible-sounding scientific documents. Jeremy Rifkin's
"Beyond Beef" campaign and Al Gore's recent book, Earth in the Balance, have lent the
necessary pizazz to launch a massive public relations campaign about the environmental
hazards of these C0 2 emissions (that's "gas" for the folks in Rio Linda, California).

The education establishment, prone to jumping on the latest bandwagon, is going great
guns for environmental education. Educators are frequently puzzled and amazed when
parents object to environmental and global curricula and outcomes. What could be wrong
with that? they ask. We recommend they read the literature.

The Rave Review

We found the abolishment of the cow and car through reading an Iowa Department of
Education document. Several years ago, in a publication entitled Social Studies Horizons (Fall

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A- 168

1990), just such a Utopian book was given a rave review. This book, originally entitled The
Future as If It Really Mattered, was recently re-issued under a new title— Toward A Sustainable
Society: An Economic, Social and Environmental Agenda for Our Children's Future by James
Garbarino. The title says it all. It is quite an agenda!
Here is the rave review:

Excerpts from a book that is a class of practical wisdom on what a sustainable society
is, why we need to move to a sustainable society, and what a sustainable society might
look like. It is this kind of thinking we need to consider as we move toward transforming
the social studies. It seems to me that teaching the "transformational economics" of
sustainability would be a much more empowering and enlivening process for our students
than the textbook-mires "dismal science" approach to economics that has been the norm.
{Social Studies Horizons, p. 4)

If you think sustainability is just a nice new term to describe more environmentally
responsible farming methods, think again. Sustainability, at least to the new Green Utopians,
is an entire restructuring of the way humans live on the planet, and is the new prime directive
for the survival of species (man only somewhat included) .

The Iowa DE publication quoted Garbarino:

This enjoyment of owning, having, spending, buying, and consuming is a serious
threat. It threatens our relationship with the Earth and our relationships with each other,
particularly in our families and in our efforts to preserve the resources necessary for social
welfare systems. It cannibalizes the planet, undermines the spiritual order, and leaves
us scrambling to fill the social and spiritual void with positions. It is an addiction pure
and simple... and our chances of making the transition to a sustainable society depend
upon our overcoming it. (p. 4)

The major chore for humans on Garbarino's anthropomorphic Earth is to make the
transition to sustainability. But, just what does HE mean by this? What is the agenda
of the new Green Utopians?

Utopian Sustainability

Garbarino's transition to sustainability is a process long on ideology and short on specifics,
in typical Utopian fashion. Garbarino states:

Our goal, remember, is the creation of a more sustainable human community based
on competent social welfare systems, just and satisfying employment, reliance on the
nonmonetarized economy for meeting many needs, and a political climate that encourages
cultural evolution and human dignity, (p. 162) [emphasis added]

Garbarino identifies himself as a Utopian throughout the book. His optimistic view of
the future is dependent upon his faith that the human race will accept stringent population
control measures, severely limited transportation and trade, earth-friendly housing, local
neighborhood food and energy production, and government-regulated health and social
welfare services. The seriousness of "our common future" is enough to warrant this massive
overhaul of the Western lifestyle.

Appendix XXVII

A- 169

Our Not-So-Rave Review

The preface of Garbarino's book (page ix) gives credit to Aurelio Peccei and the Club of
Rome for the "wealth of ideas and information about the prospects for a sustainable society. "
The Club of Rome is best known for its earth-shattering GLOBAL 2000 report, Limits to
Growth (1972), calling for massive world-wide population control measures and many
other controversial plans. The Club of Rome is one of those international organizations
that the extreme left esteems (including the national media) and the extreme right views
as one of "those" conspiratorial groups.

The Club of Rome does not advocate for a mainstream, reasonable approach to
environmental stewardship. Not by any stretch of the imagination. It is an indisputable fact
that the Club of Rome is tied closely to the wacky international New Age groups known as
Planetary Citizens. Planetary Citizens sponsored a "1990 World Symposium on Interspecies
& Interdimensional Communication." (This means communicating with species not of this
world!) Aurelio Peccei's name has appeared on Planetary Citizens letterhead.

A Return to the Plow

Tractors will go the way of the car and the cow. Manual high-tech plows are the wave
of the new Utopian future.

The plow developed by the Schumacher-inspired Intermediate Technology Group is a
good example [of appropriate technology] . It relieves the backbreaking burden of working
an oxen-powered plow, but it is not a conventional tractor. In their clever arrangement,
a small engine pulls a plow across a field using a wire, while two farmers use their skill
and strength to guide it. The result is better plowing with a less expensive tool and
provision of meaningful work. (p. 223)

This Utopian vision of a new society includes agricultural cooperatives, a cashless
economy, and women working at home at gardening chores to provide food for their
households and communities. "Household and community gardens can successfully produce
fruits and vegetables, and in some cases even grain." (p. 231-2) Concurrent with these
recommendations is the elimination of most trade because of its relationship to transportation
(which produces C0 2 ) . Everything must be produced locally.

Eating meat is not included in the book. "The massive concentrations of cattle excrement
produce large amounts of methane," claims Garbarino in Rifkin-like fashion. Presumably
the cow is regulated to a position of prominence in society, perhaps even veneration. If the
cow isn't good for food, and not an "appropriate" technological substitute for the tractor
for use with plows, then perhaps the Green Utopians of the future will hang garlands
of flowers about their necks!

Car Crimes

"Using a car to accomplish daily tasks that could be done without one is a misdemeanor
against the Earth and posterity. Social policies that encourage driving and discourage
walking are crimes against the planet." (p. 221) The term for this new kind of crime in Green
Utopia is "bioeconomic crime" according to Nicholas Georgescu-Roegen, who is further
quoted on the matter of automobiles:

Every time we produce a Cadillac, we irrevocably destroy an amount of low entropy

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that could otherwise be used for producing a plow or a spade. In other words, every
time we produce a Cadillac, we do it at the cost of decreasing the number of human
lives in the future, (p. 135)

This type of logic, which ties Western consumption to the future destruction of the
Earth, is the drumbeat of Garbarino's book. It explains the reasoning behind the original version
of the Iowa Global Education curriculum manual {Catalogue of Global Education Classroom
Activities, Lesson Plans, and Resources), which contained a Social Studies exercise for grades
4-6 which linked eating red meat to the destruction of the tropical rainforest:

Calculate the amount of meat eaten by a person in the U.S. per year; translate to
number of animals. How much energy and grain are used to produce this meat? How many
trees in the tropical rainforest are destroyed to produce this meat? (p. 26)

For Garbarino and the Green Utopians, automobile-based urbanization is a major culprit
in the anti-sustainable modern lifestyle. "Suburbs are not conducive to sustainable patterns."
(p. 166) Suburbs allow people to live far away from where they work and shop. Suburbs
depend upon the car, or other forms of transit. Suburbs are not an acceptable alternative. So
what, then, is the Utopian alternative?

The Abolition of Patriarchy

Garbarino would like to redefine the family in the context of community, what he terms social
welfare systems for a sustainable society. His ideas parallel those of the social engineers.
He would make community be parent: "Communities should share joint custody of children
with parents.... We can require 'registration and inspection' of young children so that the
community can monitor child development and not lose track of the children for which it is
responsible." (p. 245) Garbarino also calls for a parenting license.

Family roles are redefined, too. "We need to end masculine domination both in the
family and in society, so that we can create a cultural climate in which the sustainable society
can exist." (p. 66) Patriarchy is a threat to the planet, according to Garbarino. He devotes
an entire chapter to this subject because he believes we need to have a more feminine
ethic to survive. His book has probably never been fully embraced by the feminists,
however, because he believes women should be out working in the gardens and fields
producing the household's food!

Garbarino's design for sustainable social welfare systems for families are nearly
identical to the education reform efforts, including parents as "partners," a "community
level organization... for transportation systems, formal education, industrial enterprise, and
the like." (p. 222) Although he does not specifically identify the school as the "hub" of the
community structure (as we have seen in other education reform writings), it is clear
that the new environmentally-correct society will be managed by grouping people into
small neighborhood communities — almost completely self-sufficient in food production
and other life needs, but requiring intimate governmental managing of their personal
and family lives.

Mandatory Population Controls

Garbarino writes:

Appendix XXVII

A-171

To achieve a stable population, countries will have to establish a comprehensive
and pervasive family planning program and carefully monitor immigration. At minimum,
accomplishing this will require incentives for keeping family size at the replacement level,
penalties for exceeding that level, and complete access to contraception. It will mean that
family size will be limited to two children, (p. 228)

Family planning, the obligatory two children, is the cornerstone of Garbarino's
sustainable society. He lauds the Chinese example, despite its oppressiveness (penalties) and
slaughter (mandatory abortions) . In fact, rewards and penalties for ecologically responsible
procreation are a key component to Garbarino's ideal society. He views children as consumers
of scarce resources, more mouths to feed on a crowded planet.

Garbarino consistently speaks of children in terms of economics (human capital?) :

Children are an economic benefit in the households, neighborhoods, and communities
that rely upon human labor rather than non-renewable energy and materials to produce
food and provide utilities, (p. 79)

Limiting the size of specific families may turn children into an economic commodity,
if people can sell their rights to bear them. (p. 84)

Children are the currency of family life." (p. 180)
Cashless Economics

A radical new economic order is interwoven throughout the entire text of the book.
Garbarino's economics calls for a cashless society and a new kind of economics that
accurately accounts for the damage done to the environment. The price of every item
must calculate the cost in terms of environmental destruction, especially nonrenewable
resources like gasoline and oil.

Free enterprise is the villain to the world's environmental woes. It is responsible for
the destruction of the planet according to Garbarino and he utterly dismisses it as an option
or a solution. The current "economic order and its cultural baggage are major obstacles in
the transition to a sustainable society." (p. 116) Reading Garbarino does not make one feel
comfortable about Gorbachev heading up the new world effort for this Green Utopia (his
international Green Cross environmental effort). The abolishment of free enterprise has
always been at the forefront of the communist agenda.

Severe limits to world trade are called for by Garbarino: "In a sustainable system, world
trade would be limited to two domains. The first is ideas, technology, and artistic creations
and the people necessary to communicate them. The second is material goods needed to
meet basic human needs or to dramatically enhance human experience in ways unavailable
locally. Most world trade today fails to meet either criterion." (p. 152) It is not clear why
artistic creations are given such a high priority for trade! The National Endowment for the
Arts will appreciate this recommendation.

Voluntary Poverty

A total and complete reduction in the modern American affluent lifestyle is called for.
"A relatively poor American family typically uses less of the world's resources than an
affluent American family, but it still consumes much more than an Indian family that lives at

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subsistence level." (p. 85) Therefore, Garbarino concludes, that only reasonable solution is
this: "As the world's leading consumer... [the United States] has a special obligation to reduce
its demands for resources to a level that is domestically sustainable." (p. 89-90)

Garbarino's ideas about what constitutes "sustainable" and the average American's are
radically different. He links American consumerism to every threat to the planet. It is not
unlike the Iowa Global Education exercise for Home Economics students grades 9-12: "Seek
connections between U.S. consumer and eating habits and the presence of malnutrition
worldwide." {Catalogue, p. 36)

A Riceville, Iowa sophomore English class was given a "Simplicity Survey" as part of
"The Thoreau Project." The test sheds considerable light on the extent to which Garbarino's
radical ideas about sustainability have infiltrated classroom curriculum. Here are a few
sample "commitments" that students had to make on the survey:

• I and/or my family will own no more than three sets of clothes and three pairs
of shoes per person.

• I and/or my family will own only one automobile.

• My family and/or I will eat less meat, more vegetables and fruits, and no
white sugar.

• My family and/or I will make our own simple personal products — such as,
deodorant, soap, toothpaste— from old historical recipes.

• My family and/or I will learn to do almost everything for ourselves: cleaning,
baking, repairing, building, etc.

• My family will have no more than two children.

This survey is a good indication of how outcome-based education will function. If the
child does not score at a high enough "committed" level, the "teacher may ask you to retake
this survey in order to see if the unit changes your commitment. " In other words, if the child
doesn't display the correct attitudes about this radical form of sustainability, they may have
to re-take the test to see if their attitudes were changed!

The New Religion

To break our addiction to free enterprise, material consumption, and freedom in general,
Garbarino calls for some new values. It is here that we begin to see the link between his Green
Utopian view of a sustainable society and the strange-sounding ethical values contained in
the new educational outcomes being promoted across the country. Garbarino cites Amitai
Etzioni, saying that he "links consumerism, the work ethic, and cultural patriotism. This is
a linkage we must break, replacing it with a combination of passionate commitment to
a humane social environment and rejection of materialism as an end rather than a very
limited means." (p. 100) The old values have to go, to be replaced by a new ethic. These new
values necessarily entail a new religion.

You may have guessed it — we need to form a relationship with the Earth. We are not
told exactly HOW one goes about forming this new "relationship." Hugging trees is good for
a start— we need to "speak to the trees and listen to the birds." (p. 226) Presumably, this new
anthropomorphic view of Mother Earth is the new religion. Garbarino describes it this way:
"A reformed human family emphasizing equity and harmony... is a good model to follow in
establishing our relationship with the Earth." (p. 99)

Appendix XXVII

A- 173

Like many of the other new Green Utopians (Al Gore, especially), Garbarino denigrates
Christianity because it elevates man above nature: "Christianity was an ecological regression
compared with the primitive animist impulse that emphasized the spiritual integrity of
existence, the commonality of being, which demanded respect for the trees, the waters,
the plants, the animals — for the Earth as a whole." (p. 98) Garbarino would replace
big, bad Christianity with Eastern mysticism. "Buddhism teaches that material goods
are only a means of achieving personal well-being. Consuming for its own sake has
no value." (p. 99)

And, here is a big admission: "Primitive animism has more in common with emerging
ecological science, although other religious traditions can also accommodate it." (p. 98-99)
This admission may serve to explain the recent upsurge of religious indoctrination in
environmental and global education curricula. It also explains the including of native
American Indian ritualistic rites in children's curricula.

Garbarino advocates for this new (old) earth-centered religion. But what of other
religions? What will happen to freedom of religion under this Utopian system? "Freedom
will be absolute in the realm of ideas and expression but minimal in the domains of
environmentally threatening behavior. " You can believe whatever you like, but your actions
cannot harm the environment, however that comes to be defined. In fact, the environment
reigns supreme in Green Utopia. The Earth's needs (real or perceived) are paramount to
human needs and human rights.

The New Green "Outcomes"

To achieve this Green Utopia requires that human beings accept a new system of ethics, one
that values the Earth. Garbarino suggests that if "we can forge this link between personal
and public concerns, we will be able to harness the motivating power of the family in
transforming Spaceship Earth." (p. 67) The current classroom emphases on environmental
and global education are prime examples of this. Making small children feel responsible for
the survival of the planet is one of the mechanisms for forging this link. "Children... need...
to develop a sense of kinship with nature." (p. 169)

Reversing biases "that currently discourage reusability, manual labor, and self reliance"
(p. 205) is one of the goals for educating the public. This means that it is absolutely essential
that public attitudes and values be altered to fit the new environmental crisis worldview of
the future, complete with Utopian solutions.

Amazingly, Garbarino 's book contains language almost identical to an outcome seen
state by state across America in the new push for outcome-based education. "Socialization
to adulthood means acquiring the skills and attitudes necessary to assume full responsibility
in the work place, the home, and the community." (p. 206) An Iowa World Class Schools
document states: "A world-class education will equip students to live, work and compete as
successful citizens in a global society." (p. 5)

In light of Garbarino 's Green Utopia, state by state comparisons of nearly identical
outcome-based language takes on new significance. The language that educators are
struggling to define is easily managed by the environmental fringe. In fact, William Spady, the
father of modern OBE, has written: "A fragile and vulnerable global environment... requires
altering economic consumption patterns and quality of life standards, and taking collective
responsibility for promoting health and wellness." (Spady and Marshall, 1990)

In the new Green Utopia, social abilities are of prime importance. Garbarino gives

A- 174

primacy to social development rather than technological issues: "[s]ocial changes, not
technological fixes, are the primary vehicle for averting disaster and placing humanity on
sustainable ecological and socioeconomic footing." (p. 21) Because of this de-emphasis on
technology, he believes that children "must become adept at language, body control, morality,
reasoning, emotional expressiveness, and interpersonal relations. Unless they do, they become
a burden— to their families, to our society, and even to themselves." (p. 105)

The belief system of the Green Utopians explains the national pressure to have attitudinal,
behavioral and value-laden outcomes. It also explains the vacuum of solid academics.
Reading, writing and arithmetic will no longer solve the world's problems. The crisis is too
complex. Humans must be taught to adjust and adapt instead. Garbarino does not stake his
future hopes in technological development and man's potential to develop scientific solutions
for the complex environmental crisis. The only hope that he sees is sustainability.

Another nationally popular outcome has to do with diversity. Garbarino explains why
this is so necessary: "Cultural diversity is as important as biological diversity in enhancing
evolutionary resilience and human progress." At least for some, "diversity" has much
more to do with their religious beliefs in evolution of mankind than it has to do with
protecting the human rights of religious and ethnic groups. Cultural diversity, in the form
of multicultural education, often promotes ritualistic pagan practices that enhance a feeling
of connectedness with the Earth.

Those who oppose the teaching of this new religion of interconnectedness with nature
are labeled "racists." When Davenport, Iowa school board member Elaine Rathmann
challenged a "Multi-Cultural Week" as mere "political indoctrination and social reform" she
was publicly charged in the local press with racism.

The New Green Utopian Classroom

A recent article by Barbara Melz of the Boston Globe appeared in the Des Moines Register
(6/6/93, p. 3E). Melz details the vulnerability of children to emotional manipulation in areas
of environmentalism. She quotes from a book by Lynne Dumas {Talking with Your Child
about a Troubled World, Fawcett Columbine): "Everything becomes a personal issue for kids,
everything gets related in their minds to their own safety."

The article goes on to give a poignant example of how vulnerable children can be
to this type of education:

This is especially true of environmental issues, she says. From the earliest ages,
children relate to animals and nature in a kind of magical way. "TV shots of oil-soaked
birds and seals, whales trapped on a beach, endangered dolphins all these kinds of things
can be very upsetting to them. They can react with an intensity that surprises parents,"
she says... [S]olid waste disposal is an issue many school-age children glom on to in a
very concrete way. "They see how much trash they produce in their own house. So here's
their worry: If everyone's house makes this much trash, what will happen? Will there be
enough room for me to live in the world?"

Are children being educated or indoctrinated? Is it fair to burden them with feelings of
guilt and responsibility based on the perceived crisis of the Green Utopians?

Only One Choice

A thorough reading of Garbarino's book, especially in the context of other works by the

Appendix XXVII

A- 175

new Green Utopians, creates the crisis and then presents the solution. His crisis is an
out-of-control world population problem compounded by scarce resources. His world view
is clearly founded on the Club of Rome Global 2000 report. Garbarino has a limited view
of human potential, technological innovation, the value of free enterprise, or ingenuity.
However, there are serious questions about the scientific and rational validity of the
entire so-called species.

The only politically-correct technology for the Green Utopians is apparently the
computer, probably because of its ability to control human behavior through the charting
of actions and attitudes. The greater good of society and the seriousness of the threat
against the planet would likely justify a central data bank to monitor each citizen according
to the logic of Green Utopians.

Garbarino's solution is a return to third-world subsistence living. Garbarino doesn't say
this directly. One must read between the lines and come to understand that abolishing cows
and cars, transportation and trade, free enterprise and a market economy, and certain basic
human freedoms in matters related to religion and procreation can only mean an international
totalitarian society. Granted, Garbarino, the consummate Green Utopian, objects to this
(totalitarianism) and feigns to distance himself from the nastiness of it all. Yet his proposals
can mean nothing else.

The New Green World View

To explain sustainability, Garbarino gives an extensive quote from Voluntary Simplicity
by Duane Elgin, in which Ram Dass — "a Western-style intellectual turned Eastern-style
mystic" — tells a story about an ideal society. It sheds much light on what Garbarino means
by a "sustainable" society. Here are a few highlights:

I look out over a gentle valley in the Kumoan Hills at the base of the Himalayas. A
river flows through the valley, forming now and again manmade tributaries that irrigate the
fertile fields. These fields surround the fifty or so thatched or tin-roofed houses and extend
in increasing narrow terraces up the surrounding hillsides.

In several of these fields I watch village men standing on their wooden plows goading
on their slow-moving water buffalo who pull the plows, provide the men's families with
milk, and help to carry their burdens. And amid the green of the hills, in brightly colored
saris and nose rings, women cut the high grasses to feed the buffalo and gather the firewood
which, along with the dried dung from the buffalo, will provide the fire to cook the grains
harvested from the fields and to warm the houses against the winter colds and dry them
during the monsoons. A huge haystack passes along the path, seemingly self-propelled, in
that the woman on whose head it rests is lost entirely from view.

It all moves as if in slow motion. Time is measured by the sun, the seasons, and the
generations. A conch shell sounds from a tiny temple, which houses a deity worshiped in
these hills. The stories of this and other deities are recited and sung, and they are honored
by flowers and festivals and fasts. They provide a context — vast in its scale of aeons of time,
rich with teachings of reincarnation and the morality inherent in the inevitable workings of
karma. And it is this context that gives vertical meaning to these villagers' lives with their
endless repetition of cycles of birth and death, (p. 36-37)

The Other Side of the Story

This scene is seductive, rich with description of people living in a sustainable society close
to the Earth. However, there is another side to this story. It would burst the bubble of the

A- 176

Utopians to hear it. Further, it would give great credence to Christianity as a potent force for
personal freedom in the world. This alternative account comes from a humble missionary
story, The Bamboo Cross, by Homer Dowdy:

Just over beyond the mountains which surrounded the Sixteen Peaks lived the Tring.
They were the most difficult of all the mountain tribes that Sau had tried to reach. They
were shy. When strangers approached they scurried into the forest. The Tring were the
poorest, most fear-ridden tribe of all. If Sau's people often went hungry, the Tring lived
always on the edge of starvation.

They did not live in villages.

The spirits that ruled them forbade one family to dip water from another's source;
one of them could not even live across the stream from an indaw. So Tring houses
were spotted sparsely for long distances along the mountain rivers, each a desolation
picture of isolation.

Clinging to the steep, stony sides of mountains for mere existence, the Tring shivered
in the ceaseless cold of the wind. Often gusts broke down the corn before it could come
into ear. The wet monsoon blew when they needed it to be dry, and when it was dry for
too long they suffered from the drought.

The demons, too, kept them hungry. If a man went to his field in the morning and found
dew on the ground, he returned home without working that day to avoid a curse.

If fortune kept him away from his field beyond the planting season — well, it was
evident that the spirits did not want him to find his food in such an easy way.

And if he did plant, he was careful not to plant enough to satisfy his needs. The
spirits always demanded of him that he search in the forest for roots and leaves to eke
out his diet. For this reason he was inclined to plant just enough mountain rice to keep
his alcohol jars full. (p. 72)

The Bamboo Cross is a descriptive account of how people's lives in this tribe and
others were truly transformed when they were released from the spiritual bondage to their
demons and fat sorcerers (who exacted large amounts of material goods from their subjects
to relieve them of supposed curses) .

New Green Utopia

Green Utopia, then, may be a place— several generations hence— where people living in a "sus-
tainable" society strongly resemble more primitive cultures with one notable exception. There
will be a little box that does things, and people talk on it, and you have to push the correct
buttons for food and medicine. No one knows the complicated math and science required to
program this box because shopkeeper math and logic are not taught anymore. The little box
is, therefore, an object of great superstition and magic. It accurately predicts the weather and
seems to know almost everything.
The little box is the computer.

Garbarino's book was probably never a best-seller. But for those who are seeking to under-
stand the rationale, worldview and justification for such a radical education reform proposal,
it just might provide a few unexpected answers.

INDEX

INDEX

A

Abdela, Daphne, 29
Abeene, Pat, 347

Academy for Educational Development, 290
accelerated learning. See Superleaming
Accelerated Schools, 435-436

Accomplishing Europe through Education and Training,
360-361

accountability, 4, 55, 191-192, 355

based on measurements of teacher quality, 296

damage resulting from, 429
Accountability in American Education: A Critique, 3-4
Acevedo, Jeronimo Saavedra, 360
ACHIEVE, 411-412
Achieve, Inc., 446
achievement, 295-296
Achievement Skills programs, 228-229
"ACLS (American Council of Learned Societies) — USSR Ministry

of Education Commission on Education," 231
Act 236, 268

Action for Excellence, 73, 210
"Action Plan to Deal with Violence," 453n
Active Teaching, 226
Adams, Marilyn Jager, 172, 212, 417
Adler, Mortimer, 226, 280-281
adult education, A101-102
Adult Education Act, 133, 387
Adult Performance Level (APL) Study, 183, 196
Advanced Systems in Measurement and Evaluation, Inc., 274,
392-393

Adventuring, Mastering, Associating: New Strategies for Teach-
ing Children (Alexander Frazier), 288
Advisory Commission on Intergovernmental Relations, 338
Agenda for the Nation (Kermit Gordon), 83
Aikin, Wilford M., 20-21

Akron (Ohio) Forum of Regional Collaboration to Develop
Learning Strategies for the Global Economy, A127-
128

Akron Regional Development Board, 267-268

Albanese, J. Duke, 378, 431-432

Alber, Louis, 95

Albright, Madeline, 36

Alesen, Lewis Albert, 49

Alexander, Lamar, 235

and "America 2000 Plan," 278-279
and Anita Hoge, 221
biography of, 376

and Educational Excellence Network, 352

education restructuring with Russia, 188, 290

as Governor of Tennessee, 239, 274

and national curriculum plans, 244

and National Governors' Association, 299

and national standards for education, 357-359

Alinsky, Saul, 376

Alioto, Robert F, 136

Allen, Adrienne, 363

Allen, D wight D., 101

Allen, Richard, 304

All Our Children Learning (Benjamin Bloom), 171
Allport, Gordon, A60
Allyn, David, 49

"Alternative Assessment of Student Achievement: The Open
Book Test" (Thomas A. Kelly), 322-323

"Alternative Futures for Our Society and Implications for Edu-
cation" (Harold Pluimer), 173

alternative life styles, 132

America, as socialist democracy, 59-60, 280-281

America's Choice: High Skills or Low Wages!, 271, 329, A73

"America's Next Twenty-Five Years: Some Implications for
Education" (Harold Shane), 139-140

America 2000, 147, 300, 334. See also Goals 2000 (Educate
America Act)
and Chester Finn, 385
and NASDC, 298
unveiling of, 254-255

America 2000: An Education Strategy (Rev.)— Making This
Land All That It Should Be, 278-279

"America 2000 Plan," 278-279

American Academy of Political and Social Science, 18, A24
American Assembly, 60

American Association for the Advancement of Science, 14,
A112

American Association of Enterprise Zones, 377
American Association of School Administrators (AASA), 270,
290, A38

with Citizens for Excellence in Education, 347-348
and An Educator's Guide to Schoolwide Reform, 434-436
American Association of School Librarians, 339
American Civil Liberties Union (ACLU), 13, 350, A21
American Council for Collaboration in Education and Language

1-3

1-4

the deliberate dumbing down of america

Study (ACCELS), 419
American Council of Learned Societies, A139
American Council of Teachers of Russian, A140
American Council on Education, 91
American Educational Computer, A3 7-3 8
American Educational Research Association, 198, 326, A159

and persons involved with, 201, 220, 236

writing to clarify values, use of, 223
American Enterprise Institute, 176
American Express Travel Related Services Co., Inc., 344
American Family Association Journal, 418
American Family Association Law Center, 369, 452n
American Federation of Labor/Council of Industrial Organiza-
tions (AFL/CIO), 177, 330, A137
American Federation of Teachers [AFT], 81, 290, 327,
A128-A130

and Albert Shanker, 236, 256, 285

and An Educator's Guide to Schoolwide Reform, 434-436

Philadelphia Federation of Teachers, 302

and Reach for the Stars: A Proposal for Education Reform
in Georgia, 287
American Flag Committee, 43
American Historical Association, 18, 23
American Humanist Association, 21, 71, 192-193

Free Inquiry, 241
American Institute for Character Education (AICE), 229, 375,
389-390, 419

American Institute for Research, 434-436, A7, A12, A48
American Law Institute Model Penal Code Committee, 40
American Legislative Exchange Council (ALEC), 338
"American Malvern," 32-33

American Personnel and Guidance Association, 145, 203
American Psychological Association, A152-153
American Road to Culture (The) (George Counts), 18
American School Board Journal, 414

American Sexual Behavior and the Kinsey Report (Morris Ernst

and David Loth), 39
American Stock Exchange, 176

American Volunteer, 1981 (The): Statistics on Volunteers, 179

Anacostia High School, 331

Anaheim Bulletin, 90-91

Anderson, John, 376

Anderson, Karen, 299

Anderson, Robert, 100

Anderson, Ronald, 422

Anderson, Tucker, 299

"And It Came to Pass," 95-96

"And You Thought American Schools Were Bad" (Theodore

Dalrymple), 244, 359
Anita Hoge/Pennsylvania case, 221, 348-349
Annenberg, Walter H., 218, 355
Annenberg Institute for School Reform, 218
Annual National Convention of Professors of Educational

Administration (34th), 164
Anrig, Gregory, 152, 177

Apple Computer, Inc., 290, 302, A112

Applied Behavioral and Cognitive Sciences, Inc., 147

Appraising and Recording Student Progress: Evaluation Records

and Reports in the Thirty Schools (Eugene R. Smith,

Ralph W. Tyler), 21
apprenticeships, 437-438, A97, A104
history of, xx

"Appropriate Education in the Primary Grades: A Position State-
ment of the National Association for the Education of
Young Children (NAEYC)," 258

Aramony, William, 175

A.R.A. Services, Inc., 235-236

"Are Basic Skills a Casualty of KERA? — Are state tests causing

teachers to underemphasize basic skills?", 274
Aristotle, xiii

Arizona, 132, 144, A130-131

Arizona Federation of Teachers, 81, 191-192

Arizona Forum (The), 191-192

Arizona Republic (The), 424

Arkansas, 29

Armco Steel, 176

Arms Control and Disarmament Act, 65

Armstrong, Andrew C, 4

Armstrong, Jane, 270-271

Arthur, Corey, 29

Arthur Andersen & Co., 268

Arts and the Schools (Jerome J. Hausman), 152, 397-398
"Arts Education: A Cornerstone of Basic Education," 397-

398
Ash, Roy, 112

Ashbrook, John M., 56, 62, 66
Ashland Oil, 333

Aspen Institute for Humanistic Studies, 136, 281
Assagioli, Roberto, 73-74, 229, 264n, 427
assessment, 235-236, 298, 329, A44-51
authentic, 159
need for statewide, 286-287
needs, A39-40
use of tests in, 124-125
Assessment Framework for the Michigan High School Profi-
ciency Test in Reading, 325-326
Association for Educational Computing and Technology

(AECT), 93-94, 113, 170-171, A35-38
Association for Supervision and Curriculum Development
(ASCD), 311-312, 350
"21st Century Report Card," 284-285
and agreements of William Spady and Robert Simonds,

347-348
Annual Conference (1978), 148

Celebration of Neurons (A): An Educator's Guide to the

Human Brain, 341
Curriculum Update, 397-398
Educational Leadership, 135, 148, 155, 204
Education Update, 202, 248

"Elementary Education for the 21st Century: A Planning

Index

1-5

Framework Based on Outcomes," 258-260
and Skinnerian behavior modification, 127
and teaching religion in schools, 418
and World Conference on Education, 96, 270
Association for Supervision and Curriculum Development,

Yearbook (1962), A40
Association of California School Administrators (ACSA),
107-108

Association of Christian Schools International (ACSI), 367-368,
452n

Association of School Business Officials Research Corpora-
tion, 328
Astuto, Terry, 264n
AT&T, 344

Athens Daily News/Banner Herald (Georgia), 436-437

Atkins, Rick, 395-396

Atlanta Constitution (The), 111, 316

"Education in a Relaxed Atmosphere: Brain-Based Method —
Teaching Trend Emphasizing Creativity, Flexibility and
Informality Growing in Area Schools," 425-427
"Educators, Religious Groups Call School Truce — They

Agree to Disagree on Hot Issues of '90s," 349-350
"Georgia Schools OK Tracking System," 407-408
"Gingrich: Taps for Textbooks — He Says Computers Will

Replace Them," 400-401
"Teaching Politics," 370-371
Atlanta-Journal Constitution (The), 393-394
Atlanta Life Insurance Company, 344
Atlantic Monthly, 381, 435-436
attention control, 248, 249

attitudinal changes in students, bringing about desired,
207-209

Audiovisual Communication Review, 67
Avila, Rosie, 433-434
Aydelotte, Frank, 12

B

"back to basics," A91

Back to Basics Reform Or...OBE Skinnerian International Cur-
riculum, A76, A151
Back to Freedom and Dignity (Francis Schaeffer), xxvi, A130
"Back to the Future — with Funding from NASDC and Direction
for the Hudson Institute, the Modern Red Schoolhouse
Updates an American Icon for the 90's" (Lynn Olson),
323

Baer, Richard, Jr., 351

Bailey, Alice, 51, 54n, 283, 366-367

Bailey, Dennis, 182

Bailey, George W., 217-218

Bailey, Stephen K., 83, 152

Baker, Virginia Birt, 288-289

Baldwin- Whitehall public schools, 68

Ballantine, Chrissy, 337
Ballou, Frank A., 24
Ballou, Roger, 344

Bamboo Cross (The) (Homer Dowdy), A175-176
Bandura, Albert, A123

Bangor Daily News (The) (Maine), 155, 236, 255-256,
345-346

Barbara Morris Report (The), 149-150

Barber, Carol, 233

Barnes, Rick, 393-394

Barnes, Ron, 181

Barnes, Susan, 191

Barnicle, Tim, A96

Baroody, William J., 176

Barr, A.S., 214-215

Barram, David, A76, A96

Barrett, Catherine, 139

Barrett, Nancy, A46

Barrette, William, 174

Barry, Janet N., 240

"Basic Education Program" (North Carolina), 226
"basic learning needs," 451n

Basic Principles of Curriculum and Instruction (Ralph Tyler),
43

basic skills, 245-247, A21
emphasis on, 172

recommendations from National Education Association
(NEA), 139

Basic Skills of the National Institute of Education, 146
Bayev, Boris, 230

Beacon Journal (Akron, Ohio), 445-446

Bean, Scott W, 316

Bear, Barry, 253-254

Beard, Charles A., 24

Beatty, Walcott H., 89-90

Becker, James, 162

Schooling for a Global Age, 151
Becker, W.C., 75

Becker-Engelmann program. See Direct Instruction
Becoming a Nation of Readers (Commission on Reading),
211-212

"Becoming Planetary Citizens: A Quest for Meaning," 113
Beginning to Read: Thinking and Learning about Print (Marilyn

Jager Adams), 417
Behavioral Objectives: A Guide for Individualized Learning,

101

Behavioral Research Laboratories, 82-83
Behavioral Sciences, 86, 137-138

Behavioral Science Teacher Education Program (BSTEP), 56,
88, 207

excerpts from, A23-26

initiation of, 72
behaviorism, 75, 210-213

Christian conflict with, 185-186

philosophy of, 242

1-6

the deliberate dumbing down of america

psychology of, 118
research of, 121

as scientifc and research-based, 238-239
behavior modification, 119-120, 126, 127
"Beijing Journal: Personal File and Worker Yoked for Life"

(Nicholas D. Kristof), 294
Bell, Don, 112

Bell, Terrell H., 141, 183, 221, 257, 350

Adult Performance Level (APL) Study, 133
"creating crisis to bring about change," xviii
and educational research laboratories, 205-206, 215
Edward Curran, dismissal of, 192

International Conference for Parent/Citizen Involvement

in Schools, 188-189
and Kelwynn, Inc., 394

National Commission on Excellence in Education, A28
Performance Accountability System for School Administra-
tors (A), A39-41
Thirteenth Man: A Reagan Cabinet Memoir (The),
A75-76

and educational research laboratories, 160

Performance Accountability System for School Administra-
tors (A), 124-125
BellSouth Corporation, 344, 439
Benjamin, Harry, 40
Bennett, William, 118, 184, 236, 250

and Anita Hoge, 221

and appointment of Hillary Rodham Clinton, 452n

biography of, 375-376

and character education programs, 228-229

on design team for Modern Red Schoolhouse, 323

and Educational Excellence Network, 352

Effective Schools Research, 202

and National Commission on Civic Renewal, 371

and outcome-based education, 238-239

Reach for the Stars: A Proposal for Education Reform in
Georgia, 285

U.S. -Soviet Education Agreements, 230
Benzel, Brian, A70-71
Berkeley, 186, 199
Berlin, Gordon, 273
Berman, Paul, 225-226, A42-43
Bernardin, Pascal, 346
Bernays, Edward, 12
Berreth, Diane, 418
Berry, Mary E, 149
Berry, Sharon R., 367-368
Berryman, Sue E., 244-247
Bettelheim, Bruno, 21
Better Boys Foundation, 441
Better Homes and Gardens Magazine, 434
"Between Classes — What Cost, Accountability?" (Terry L.

Forthum), 191-192
Beversluis, Joel, 276-277

Beyond Freedom and Dignity (B.F. Skinner), 109, 185-186,

A26

B.F. Skinner: The Man and His Ideas (Richard I. Evans),

77-78, A35
Bias Crime Task Force Report, 405
Bienter, Robert F., 99-100
Bierwirth, Jack, 337

"Big Bad Cows and Cars: Green Utopianism & Environmental

Outcomes" (Sarah Leslie), A167-176
"Big School Changes Proposed," 155
Billington, James, 341-342
Bill of Rights (American), 27
Billups, Andrea, 437-438
birth control, 103
Bishop, Lloyd, 100

Bismarck Tribune (North Dakota), 348-349
Black, Florence Massey, 31
Block, Clifford, 290

Block, James, 117, 118, 227, 228, 313-314

"Mastery Learning: The Current State of the Craft,"
155-156

Bloom, Benjamin, 79, 134, 189, A43, A75
All Our Children Learning, 160, 171
and behavior modification, 126, 207
and Direct Instruction, 117, 228
"Father of Mastery Learning," 4, 141, 227
and Mastery Learning, 124-125, 370, A41
"New Views of the Learner: Implications for Instruction

and Curriculum," 148
Stability and Change in Human Characteristics, A89
Taxonomy of Educational Objectives: The Classification of
Educational Goals, Handbook II, Affective Domain, 29,
52-53, 65, 69, 187, A22, A89
Bloom, Sophie, 79
Blosser, Fred, 446

Blumenfeld, Samuel, 254, A72-80, A81-89, A131

foreword to book, xi-xii

Whole Language OBE Fraud (The), 6, A57-64
Blumenfeld Education Letter (The), 264n, 274, A72-89, 451n
Blyth, John W, A9
boarding schools, 155, 336
Boatman, Robert, 104
Bock, John C, 99
Boeing, 446
Boggs, Larry J., 109
Bohlen, Charles E. (Chip), 12
Bolt, Beranek, and Newman, Inc., 171, 417
Bong, Russell, 308-309, 451n
Bonstingl, John Jay, 420
Bontempo, Robert, 447
Boorstein, Michelle, 103
Boosalis, Helen G., 176
Boring, Edwin G., A61
Bosterick, Prudence, 11
Boston Evening Transcript, 13
Boston Globe (The), 392, 396-397, A74

Index

1-7

Boston University, 219-220

Center for the Advancement of Ethics and Character, 312,
351, 421
Bottomly, Forbes, 128
Bottoms, Gene, 307
Bowen, Charles, 177
Bowen, Robert, 398
Bowman, Barbara T., 417
Bowman, Isaiah, 24

Boyce, Eugene Maxwell, 198, 310, 317, 355, 451n
Boyer, Ernest L., 80, 217, 226, A46, A51
Boyer, Marilyn, 339-341
brain-compatible learning, 339-341
brainwashing, xiii, 209, 346, A143-145
in Red China, 398

reversing the process in America, 450

and sensitivity training, 131-132

and Tactics for Thinking, 248-249

techniques of, 49
Brainwashing (Edward Hunter), 209, 264n
Brainwashing in Red China: The Men Who Defied It (Edward

Hunter), 209, 264n, 450
Brameld, Theodore, 11
Brandt, Ronald, 135, 169, 248, 249
Brandwein, Paul, 78
Branscomb, Lewis M., 235-236
Braun, Greg, 279
Braun, William J., Sr., 415
Brave New Schools (Berit Kjos), 348-349
Brave New World (Aldous Huxley), 17, 18, A91
Breasted, James, 206
Breedlove, Carolyn, 409
Bremerton Sun (Washington), 263
"Bridging the Atlantic People-to-People Links," 411-412
"Brief Description of Intervention," 116
Brigham Young University, 100
Brighton, Suzanne, 439

British Columbia Teacher's Federation, 291-292, 451n

"Broad-Gauged Research/Reform Plan for Secondary Educa-
tion — In the Tradition of the Eight-Year Study" (Project
on Alternatives in Education (PAE), 169

Broady, Stephen, 203-204

Brock, William E., 327, 330, 451n

Brock Group (The), 327

Bronfenbrenner, Urie, 69, A22

Brookings Institution, 299-300, A91

Brooklyn College, 96-97

Brookover, Wilbur, 217

Broome, Edwin C, 31, 38

Brown, Jed, A122-125

Brown, Mary V., 68

Browning, Dominique, 297

Brown University, 218, 351

Bruner, Charles, 443

Bruner, Jerome C, 114, 117, 132, A57-59

M:ACOS (Man: A Course of Study), 226, A63-64

In Search of Mind, A57
Bryan, William Jennings, 13
Buckley, Mel, A27
Buckley, William F, 360

Budapest International Seminar on Educational Technology,
147

Buddhism, 22

"Building a Foundation for Life-Long, Self-Directed Learning,"
412-413

Bulletin (National Association of Secondary School Princi-
pals), 184

Bundy, McGeorge, 141

Burchett, B.R., 30-31

Bureau of Justice Assistance (BJA), 444

Bureau of Planning and Development of the California State
Department of Education, 96

Burit, Kent Garland, 135

Burke, Robert H., 97-98

Burkhart, Pat, 248

Burningham, Leland G., 141, 215

Burns, Christine, 412-413

Burns, M. Susan, 212, 417

Burns, Robert, 216

Burstall, Clare, 177, 244, 357

Bush, Barbara, 188, 289, 351

Bush, George, 12, 243, 254-255
administration of, 274
and Education Summit (1989), A73
and Lamar Alexander, 278-279
The National Youth Apprenticeship Act, 301
and New American School Development Corporation

(NASDC), 290, 298
Points of Light, 179

School-to-Work Opportunities Act, 357-359

Six Ambitious Goals, 273

support of Edison Project, 299

voucher program, for private schools, 289, 301
Bush, Jeb, 243
Bushnell, David S., 68

Business and Education Reform: The Fourth Wave — A Research

Report, 331-332
Business Roundtable (The), 273
Buzbee, Sally Streff, 349-350

c

California, 127, 144

California Assembly (The), 76

California Journal on Teacher Education, 264n

California Learning Assessment System, 393

California Medical Association, 49

California Republican Women's Federation, 110

1-8

the deliberate dumbing down of america

California School Accounting Manual, 76

California State Board of Education, 76

California State Senate Investigative Committee, 208

"Call for a Radical Re-examination: Education Should Reflect

a New International Economic Order (A)" (Michael

Debeauvais), 194-195
Cambridge Center for Behavioral Studies, A153
Cambridge Group (The), 353
"Cambridge Somerville Youth Study (The)," 202
Campbell, Allan K., 128, 235-236

"Can Computers Teach Values?" (Joseph A. Braun, Jr., Kurt

Slobodzian), 184-185
Candler, Warren A., 10
Canfield, Jack, 74
Cape Cod Times (The), 308
Capitalism, 19
Carballada, R. Carlos, A112
Cardoso, Fernando Henrique, 386
Career Ladder Program, 305
Career Passport (Ohio), 267
Carle, Erica, 34-35, 53n

Carl Rogers on Encounter Groups (Carl Rogers), A135

Carlson, Bill, 413-414

Carnavale, Anthony P., 327, A46, A112

Carnegie, Andrew, 357-358

Carnegie Board for Professional Teaching Standards, 255
Carnegie Corporation, 7, 30, 72, 73, 161

and "America 2000 Plan," 278-279

Conclusions and Recommendations for the Social Studies,
265

and David W. Hornbeck, 273

and Educational Testing Service (ETS), 38

Education Commission of the States (ECS), 91

funding of projects/organizations, 21, 23, 210, 245, 271,

357-358
and John Gardner, 376

and A Nation Prepared: Teachers for the 21st Century, 287

Project Read, 82-83

Soviet Academy of Science, 229-230
Carnegie Corporation British and Colonies Fund, 12
Carnegie Endowment for International Peace, 11, 36, 38, 42,
47-48

Carnegie Forum on Education and the Economy, 235-236,

255-256
Carnegie Foundation, 12, 18

control of education, 10, 11, 13
Carnegie Foundation for International Peace, 35
Carnegie Foundation for the Advancement of Teaching, 8,

73, 91, 210

and David W. Hornbeck, 204-205, 241-243

and Ernest Boyer, 80, 217

grant to Lee Shulman, 241
"Carnegie Foundation Selects a New Leader," 80
Carnegie National Alliance for Education and the Economy,
355

"Carnegie Report on Education: 'Radical Blueprint for Change'"

(Nancy Garland), 236
Carnegie-Soviet Education Agreement, 36, 45, 235, 261-262

extent of damage resulting from, 290-291, 309, A139

opposition to, 294
"Carnegie Teaching Panel Charts 'New Framework' — Grants

Totaling $900,000 Made to Press Reforms," 235-236
Carnegie Unit, 154, 302

possible removal of, 69, 83, 141, 190

requirements of, 429
"Carnegie Unit: An Administrative Convenience, but an Educa-
tional Catastrophe (The)" (Carl W. Salser), 98
Carnine, Douglas, 387, 417, A91-94
Carnoy, Martin, 99
Carol, Lila N., 167
Carroll, John, 79
Carroll, Priscilla, 436-437
Carswell, Marion, 11
Carter, Jimmy (President), 151
Casa dei Bambini, 8-9
Cascade International of San Francisco, 313
Casey, Greg, 401
Castro, Fidel, 136, A129

Catalogue of Global Education Classroom Activities, Lesson

Plans, and Resources, 276
Cavazos, Lauro, 301
Cawelti, Gordon, 260
CBS, Inc., 176

Celebration of Neurons: An Educator's Guide to the Human
Brain (A) (Robert Sylwester), 341

Census Bureau (U.S.), 1981 Mapping Project of, 295-296

Center for Advanced Study in Behavioral Science, 141, A22

Center for Civic Education, 374

Center for Cognitive Studies, A57-58, A63-64

Center for Collaboration for Children of California State Uni-
versity, 440

Center for Democracy and Citizenship, 374

Center for Economic Development, 377

Center for Educational Innovation, 299

Center for Educational Research and Innovation (CERI), 191,
264n

Center for Learning and Competitiveness, 327
Center for Living Democracy, 374
Center for Outcome-Based Education, A127
Center for Planning and Evaluation in Santa Clara Country,
110

Center for Policy Alternatives, A42
Center for the 4th and 5th R's, 351

Center for the Advancement of Ethics and Character, 220,
351

Center for the New West of Denver, Colorado, 179-180
Center for the Study of Democratic Institutions, 109, 185-
186

Center for the Study of Human Resources (University of Texas
at Austin), xx, 326-327, 329

Index

1-9

Center for the Study of Learning Disabilities, 417
Center for Workforce Preparation, 377
Center of Advanced Mastery, A42

Center of the American Experiment Breakfast and Luncheon

Forum Series, 385-386
Center on Education and Work, 429-430
Central Intelligence Agency (CIA), 38
Certificate of Initial Mastery (CIM), 242, 286, 294

National Center on Education and the Economy, 271

in Oregon, 343-344, 355, A131

used as assessment, 329, A47
Challengers for Insight, 339-341, 452n
Chamber of Commerce (United States), 377
Champlin, John, 193, 314
"change agent," 207, 263

John Goodlad, 56

meaning of, 39, 55

Thomas A. Kelly, 160
Change Agent's Guide to Innovation in Education (The) (Ronald

G. Havelock), xvii, 120, 280, 296, 353, A65-A66
"Changing Admission Procedures in Four-Year Colleges to

Support K-14 Reform," 429-430
"Changing Conditions in American Schools" (Don Davies),
88

"Changing Teacher Practice: Final Report of an Experimental

Study," 191
Chao, Elaine, 376

Character Counts! Coalition, 351, 374
character education, 252, 351-352, 419
basis of, 228-229

"Character Education Catching on at Schools — Respect,

Responsibility Emphasized," 421-422
"Interest in Character Education Seen Growing," 311-312
states involved in, 351

Williamsburg Charter Character Education Project, 377
Character Education: Lessons from the Past, Models for the
Future, 252

"Character Education Catching on at Schools — Respect, Respon-
sibility Emphasized" (Anu Manchikanti), 421-422
Character Education Partnership, 374, 376, 377
Charles Schwab Corporation, 344
Charles Warren Center (Harvard University), 49
Charner, Ivan, 403

charter schools, 290, 317, 336, 352, 362-363, 448
and Charter School Expansion Act of 1 998, 424
as unconstitutional (Utah), 422-423

Charter Schools Act (1998), 422-423

"Charter Schools Bill Now Law," 424

Chase Manhattan Bank, 299

Chauncey, Henry, 79

Chevron Conference on the History of the Behavioral and Social

Sciences (1995), 49
Chicago Board of Education, 78
Chicago Conference on Holistic Education (1990), 276
Chicago Mastery Learning Project, 79, 235, 241, A153

drop-out rate as result of, 362
"Chicago Statement on Education (The)," 276, 282
Chicago Sun Times, 362-363, 366
Chicago Tribune, 361-362

"City Schools Dropping Iowa Skills Tests," 362
Child Abuse in the Classroom (Phyllis Schlafly), 124, 158n
Child and Family Policy Center, 443

Child Development and Behavior Branch (CDBB) of the

National Institute of Health, 386
Childhood Education, 113
Childhood in China (William Kessen), 135
"child in need of assistance" (CINA), 253-254
children

gifted, 152-153, A9

as human "capital," xxv, A44-51

as human resources, xi

retarded, 8
Children's Resources International, 395
Children's Story (The) (James Clavell), 70, A149
"Children Are Not Chattel" (Kathy L. Collins), 241
"Children, Computers, and Education" (David Porteous),

250-251
Childs, Michael, 425
China, A171

China International Intellectual Resources Development Center

for Children (CICC), 335
"China Orders Manual Labor for Students: Beijing Moves Again

to Control Citizenry," 262
"China Says Educators Sowed Seeds of Unrest," 262
Chisholm, Brock (General), xix, 28, 42
choice, educational. See vouchers
Choice in Education: Opportunities for Texas, 299
Chomsky, Noam, A57-58

Choosing Better Schools: Regional Strategy Meetings on Choice

in Education, 300
Choosing Outcomes of Significance (William Spady), 354
Christian Coalition, 315, 349-350
Christian Conscience (The), 405-406, 452n, A44, A90
Christian Legal Society, 438
Christians

attacked by Green Utopians, Al 72-1 73

criticisms of, 418

and LIFEPAC curriculum, 222-223
and Mastery Learning, 367-368
morals of, 21-22

opposition to outcome-based education, 343, 347-348
traditions of, 27

utilizing Skinnerian methods of education, xxvii
Christian Science Monitor (The), 13-14, 135, 251
Christian Science Publishing Society, 251
Chronicles, 301-302

Chronology of Education with Quotable Quotes (Dennis

Cuddy), 6n
Chubb, John, 298-300, A91-92
Chugani, Harry, 382

1-10

Churchill, Andrew M., 327

Church Universal and Triumphant, 9

Circles of Learning: Cooperation in the Classroom, Rev. Ed.
(D.W. Johnson, R.T. Johnson, Edith Johnson Holubec),
239

"Circular Causal and Feed-Back Mechanisms in Biology and

Social Systems," 50
Citicorp, 344

Citizen's Handbook (A): The Kentucky Education Reform Act —
Historical Background, Provisions, Time Line, Questions
and Answers, Court Cases, Overview, 263

Citizens for Excellence in Education, 343

Citizenship Assessment (1969-1970), 178

"City's Dream Unfulfilled (A)," 219

Civic Practices Network, 374

civic renewal, 373

Civil War, 307, 318

Clark, Joseph S., 66

Clark, Kenneth B., 83

"Classroom Brain-Watchers?" (Kathleen Parker), 409-410

Classroom Management, 81

Clavell, James, 70, A149

Clay, William, Sr., 415

Clem, Tim, A132

Clements, Barbara S., A82

Clemson University, 393-394

Clendenin, John, 344

Cleveland, Sarah H., A112

Clinic Service/Family Counseling Center of the Massachusetts

Society for Prevention of Cruelty to Children, 441
Clinton, Hillary Rodham, 85, 235, 302
Clinton, William Jefferson (President), 28
AmeriCorps, 179

and character education programs, 421-422
and Charter School Expansion Act of 1998, 424
and Community-Oriented Policing (COP), 444-445
and computers, 381
and education legislation, 402

endorsement of New Transatlantic Agenda (NTA),
359-361

Goals 2000 Act (Educate America Act), 323

as Governor of Arkansas, 268

and Mikhail Gorbachev, 308

plan to prevent school violence, 410

School-to-Work Opportunities Act, 330, 357-359

signing of Workforce Investment Act (H.R. 1385), 416

visit to Tiananmen Square, 391
"Clinton Charm Gets Rio Workout," 386
Club of Rome, A169, A174
"Clusters Promote Community Growth," 439
Coalition of Essential Schools (CES), 24-25, 141, 217-218,
326, 435

Common Principles of, 333

reports of failure of outcome-based education in, 355
and Theodore Sizer, 344-345

Cocking, Walter D., 38, A5
cognitive psychology, 247
Cohen, Alan, 173, 197, A127
Cohen, Michael, 172, A56, A96
Coker, Homer, 193, A2 7
Cold War, A63

treatise on, 44
Cole, Michael, 262, A139
Cole, Paul F, 330
Cole, Thomas W, Jr., A112
Coleman, James S., 300
collaboration, to effect reform, 331-334
Collaborative Design and Developmental Program, A103-104,

A108
collectivism, 24, 33

College Entrance Examination Board, 91
Collins, James, 310
Collins, Kathy L., 241
Colorado, xxvi, 29, 144, 318-320
Columbia Broadcasting System, 12
Columbia Teachers College, 4, 197

and Alice Miel, 46

and Dale Mann, 243

and Harold Rugg, 64

and "Knowing: How We Come to Know Things," 322-
323

and Preservice Teacher Education Program, 114

and Sue E. Berryman, 244
Columbia University, 188, 443

Business School, 447
Columbine High School (Colorado), 319
Columns (University of Georgia), 425

Coming Revolution in Education (The): Basic Education and
the New Theory of Schooling (Eugene Maxwell Boyce),
198

Comings, John, 290

"Coming Soon to a School Near You: Forced Labor" (Paul

Mulshine), 427-428
Commager, Henry Steele, 132-133
Commerce Department (U.S), 384
Commission for the Blind (Texas), 384
Commission on the Year 2000, A24

Commission on Behavioral and Social Sciences and Educa-
tion, 416

Commission on Education and Public Policy, 211
Commission on Excellence (Terrell H. Bell), 190, A29
Commission on International Cooperation in Education, 96
Commission on National and Community Service, 377
Commission on Reading (U.S. Dept. Of Education), 211-212
Commission on Skills of the American Workforce (U.S. Dept.

of Labor), 329, 452n, A73
Commission on the Relation of School and College of the

Progressive Education Association, 20-21
Commission on the Social Studies, 18

Commission to Study the Basis of a Just and Durable Peace,

Index

1-11

32

Committee for Economic Development (CED), 273, 308, 352,
377

Committee on Assessing the Progress of Education, 72
Committee on Coordinating Educational Information and

Research (CCEIR), 169
Committee on Education and Labor [U.S. House of Representa-
tives), 356-359

Committee on Mission and Organization (Dept. of HEW), 62
Committee on Performance-based Teacher Education, A32
Committee on the Emergency in Education, 22-23
Committee on the Prevention of Reading Difficulties in Young

Children, 172, 212, 416
Committee to Frame a World Constitution, 280
Common Sense of Politics (The) (Mortimer Adler), 280
Communication Arts Framework for the High School Proficiency

Test, 323-326
Communism

agenda of, A171

in America's schools, 30-31

and connections with America, 44

and Hegelian Dialectic, xvii

ideology of, 198
"Communism Comes to Texas Public Education," 383-385
Communist China, 104, 135
Communist Party, 294, A47, A138, A140
Communist Party of the United States of America, 17, 19
Communist Youth League, 294
communitarianism, 85, 405
Communitarian Network, 374, 376
Communities and Their Schools (Don Davies), 88, 151
Community Action Toolkit, 315, 338-339, 359, A65-71
Community-Centered Schools: The Blueprint for Montgomery

County Schools (Maryland), 31, 37-38, A5-6, A140
Community Cluster Care Teams, 439
Community Education, 85, 253, 443

Community Learning Information Network, Inc. (CLIN),

296-297, 338-339, 451n
Community-Oriented Policing Services Program (COPS),

444-445
Community Partnerships, 448

Together We Can: A Guide for Crafting a Pro-family System

of Education and Human Services, 439, 447-449
Community Research Associates, 445
Community Schools of Rochester City School District, 441
Community Update, 438
"company schools," 287
Comparative Education Review, A137

Comparative Human Relations Initiative Consultation,
399-400

Comparative Learning Teams Project, 327, 329
competency-based admissions, 430

"Competency-Based Education: A Bandwagon in Search of a

Definition" (William G. Spady), 143-144
Competency-Based Education (CBE), 73, 134-144, A41,

A44-45

competency-based teacher education, 154

"Competency Tests Set in 26 Schools: New Curriculum Shifts
Teaching Methods in District," 146, 215-216

"Competitiveness Illusion (The): Does Our Country Need to Be
Literate in Order to Be Competitive? If not, Why Read?"
(Peter Shaw), 307-308

Complete Works of Francis A. Schaeffer: A Christian World-
view, Volume One: A Christian View of Philosophy and
Culture, 185-186

computer-assisted instruction, 174, 251, 381-383, A127-128

"Computer Delusion (The)" (Todd Oppenheimer), 381-383

Computer in American Education (Don D. Bushnell and Dwight
W. Allen), 75

computers, 75, 213, 424, A176
aspects of use, 273

"Can Computers Teach Values?", 184-185
"Children, Computers, and Education," 250-251
Computers in Education: Realizing the Potential, 196
games for, xxvi

as an operant conditioning machine, 319
as replacement for textbooks, 400-401
"The Computer Delusion," 381-383
and U.S. -Soviet Education Agreements, 229-230
Computers in Education: Realizing the Potential (U.S. Depart-
ment of Education), 196
ComSpeak 2050: How Talking Computers Will Recreate an
Oral Culture by Mid-21 st Century (William Crossman),
264n
Comstock, Ada, 24
Conant, James B., 73, 210

Concept Attainment Strategy (Jerome Bruner), 226
Concerns-Based Adoption Model (CBAM), 151, 191
"Conclave of the Change Agents" (Barbara M. Morris), 144
Conclusions and Recommendations: Report of the Commission

on the Social Studies (American Historical Association) ,

18, 23-24

Conclusions and Recommendations for the Social Studies

(Carnegie Corporation), 17, 265
Conditioned Reflex Therapy (Andrew Salte) , 49
conditioning, 196-197, A20, A122-123. See also behaviorism;

operant conditioning
explanation of, 115-116, 119-120
"Conditioning of America (The)" (Dennis Cuddy), 3
Condition of Education (The), xxi
Conference Board (The), 333-334, 447
Conference of Allied Ministers of Education, 38
Congressional Budget Office, 92n
Congressional Digest (The), 36
Congressional Record, 410-412, 415, A156
Congressional Record of the United States Senate (1917), 10
Congressional Record, Proceedings and Debates of the 82nd

Congress, First Session, 43-44
"Congress to Expand Education Savings," 401-402
Conlan, John, 132

1-12

Connecticut, 144

Connecticut Assessment of Educational Progress (CAEP),
178

Connecticut State Board of Education, 178
Connecting Learning Assures Successful Students (CLASS),
339

Connections and Conflicts of Interest (Or, There Ought To Be

an Investigation!) (Billy Lyon), 297-301
Consolidated and Reformed Education, Employment, and

Rehabilitation Systems Act (CAREERS) (H.R. 1617),

355, 370, A72-80
Conspiracy of Good Intentions (A): America's Textbook Fiasco

(Harriet Tyson), 400-401
Constitution of the United States of America, 27, 176, 226
"Content of Our Kids' Tests Shouldn't Be Secret" (Margaret

Sitte), 348-349
Continuous Development — Mastery Learning, 79
Continuous Progress, 315
"Contract with America," 179
Control Data Corporation, 176
"Controlled Environment for Social Change," 109
Conway, Flo, A146
Cook, Desmond, A3 5
Cooke, Terence Cardinal, 176
Coontz, Stephanie, 103
Cooper, William, 104

Cooperating School Districts of the St. Louis Suburban Area,
234

"Cooperation in Higher Education and Vocational Education
and Training between the European Community and
the United States of America," 390, 402

"Cooperative Effort Is Needed (A): Can Our Schools Get
Better?", 219

cooperative learning, 233, 239, 247

Cooperative Procedures in Learning (Alice Miel), 46

"Cooperative Umbrella (The)," 239

Copen Foundation, The, A139

Copperman, Paul, A146

"Cop Swap: His Beat Is Leningrad but He's on Loan to LAPD —

His Local Host Will Visit U.S.S.R" (Bob Pool), 279
Core Knowledge Sequence (E.D. Hirsch), A127-130
core learning standard, 298
Cornell University, 75, 351, A22
Correll, Shirley, 84

Corrigan, Betty O., 91, 193, 217, A27-31
Corrigan, Dean, 88

Corrigan, Robert E., 91, 193, 217-218, A27-31
Corrigan, Ward, 217
Cortes, Ernesto, Jr., 371, 376
"cosmic education," 9
Cotliar, Sharon, 366

"Cottage Grove Endures Trials, Triumphs as It Tests New School
Plan," 343-344

Council of Chief State School Officers, 128, 169, 184, 306,
328, A81-82

Council of State Governments, 77

Council on Foreign Relations, 12, 183, 232, A155

endorsing of world government, 13,18

establishment of, 12

and Peter C. Goldmark, Jr., 376

and William Boyce Thompson, 10
Council on Foundations, 252
Council on Intergovernmental Relations, 200
counseling, effects on students, 202

Country School of Tomorrow (The): Occasional Papers No.
1, 9

Counts, George, 18-19, 24

Courier-Journal (Louisville, Kentucky), 273, 320-321, 389
Course Goals Collection (Northwest Regional Educational

Laboratory), 167-168
Cox, E.E., 48

Crampton, Stephen M., 369
Craven, Avery O., 24

Creating a New Civilization: The Politics of the Third Wave

(Alvin and Heidi Toffler), 303
"Creating Cultural Change: The Key to Successful Total Quality

Management (Philip E. Atkinson), A135
"Creating Learning Organizations: Growth through Quality,"

310

"Creating the Twenty-First Century," 284-285
Cremin, Lawrence A., 152

criterion-referenced testing, 286-287, A154, A164-165
critical thinking, 249
Cronin, Hines, A27
Crossete, Barbara, 388
Crowder, Norman, 217

Cruel and Usual Punishment: Forced Labor in Today's USSR

(AFL/CIO), A137
"C.S. Lewis on Liberal Arts Education" (Gregory Dunn), 140
"Cuban Children Combine Studies, Work," 135-136
Cuddy, Dennis, 3, 6n, 15n, 210, 298, 410-412
Cueter, Barbara, 232
Culverwell, Wendy, 401
Cumming, Doug, 407-408

Cunningham, Luvern, 141, 164-167, 263, 287, 437

Cunningham, William, 107-108

Cuoco, Al, 396-397

Cuomo, Mario M., A73, A112

Curran, Edward, 118, 125, 161, 192, A41

Current Biography, 142

curriculum development, A136-139

Curriculum for Meeting Modern Problems (The New Model
Me), 124

Curriculum for Personalized Education (A) (Robert Scanlon),
127

"Cyber High School," 260

cybernetics, 49-50, A25

Cybernet Systems Company, 344

"Cyberspace and the American Dream," 303, 452n, A49

Index

1-13

D

Daggett, Willard, 196, 260, 306

and Effective Schools Conference (Sixteenth Annual),
420

and International Center for Leadership in Education,
307-308, 406-407, 451n

and Model School systems, 319, 334-336

and school-to-work, 413-414
Daily Progress (The) (Charlottesville, Virginia), 239
Daily Record (The) (North Carolina), 411-412
Daily Worker (The), 134
Daily World (The), 134
Dallas Morning News (The), 105-106, 222
Daly, John, 223

Dalryrmple, Theodore (Anthony Daniels), 244, 359

Damon, William, 351

Danforth Foundation, 152, 284-285

dangan, 294

Danielson, Charlotte, 159, 168
Dan Smoot Report (The), 67
Danziger, Sheldon, A46

Dare the School Build a New Social Order? (George Counts) ,
18-19

"Darling Center Hosts UNESCO Conference," 409

Darrow, Clarence, 8, 13

Darwinism, 57, 368

David Douglas High School, 337

Davies, Don, 88, 152, 188, 338-339

Davis, Malcolm, 179-180

Dawson, Dorothy, 31, 38

Day, Edmund E., 24

Day, Jim, 415-416

Dean, Beverly, 304-305

death education, xxvi, 145, 203, 280

Debeauvais, Michael, 194-195

"Decade of the Nineties (The)" (Donald Thomas), 256-257

Declaration of Independence, 67, 140-141

"Declaration of Interdependence (A) : Education for a Global

Community" (NEA), 133
"Declaration of Interdependence (A)" (Henry Steele Com-

mager), 132-133
"Decline of Textbooks, Change," 101
Decroly, Ovid, A62

"Defining Functional Literacy" (Paul Delker), 196

Defino, Maria E., 191

deFosset, Shelley, 394-395

delayed reinforcement, 116

Delker, Paul, 196

Delia-Dora, Delmo, 288

Delphi Technique, 52, 59, 166, A66

Delta Consulting, 447

Deming, W. Edwards, 283, 310, 314, 451n, A132

"Deming Lashes Out in Live Teleconference on Quality" (Don

Spatz), 310
Democratic Leadership Council, 376
Denton, Carol, 109

Department of Education (U.S.), 77, 95, 124, 211-213, A46
and America 2000, 278-279
and Charlotte Iserbyt, xix, A65
and development of character education, 228-229
funding of projects/organizations, 105, 150, 169, A37
and Northwest Regional Educational Laboratory, 107, 167
and Preventing Reading Difficulties in Young Children,

416-417
proposal to abolish, 192

and Reach for the Stars: A Proposal for Education Reform

in Georgia, 287
and Research for Better Schools, 127
and Together We Can: A Guide for Crafting a Pro-family

System of Education and Human Services, 439
"Totalitarian Data-Gathering System Prepared by U.S.

Department of Education," A81-89
Department of Education's Joint Dissemination Review Panel

(JDRP), 81

Department of Health and Human Services (U.S), 443
Department of Health, Education and Welfare (U.S.) (HEW),
155, 170, 213, 236,
and Behavioral Science Teacher Education Program

(BSTEP), 72, A23-26
Catalog of Assistance, 126
Federal Education Agency for the Future (A), 64
funding of projects/organizations, 120, 128, A66
and Project Follow Through, 75

and Together We Can: A Guide for Crafting a Pro-family
System of Education and Human Services, 439
Department of Justice (U.S.), 445
Department of Labor (U.S.), A48
Department of State (U.S.), A137
DePaul University, 362-363
DePencier, Ida B., 6n
Derthick, Lawrence G., 146, 57
Designs for Change, 79
Des Moines Register, A46

"Despite Heavy Funding Public Schools Showing Marks of

Internal Crumbling," 418
Detroit News, 341-342
Deutsch, Albert, 39
Deutsche Hochschule fur Politik, 18

Developing a System of Skill Standards for the State of Texas,
329

Development of Educational Technology in Central and Eastern

Europe Studies, 142, 147
Dewey, John, 1, 29, 99, A61

"Father of Progressive Education," 3

Humanist Manifesto, 17, 21

influence of, on others, 31, 345

literacy, beliefs about, 8

and math "dumb down," 14-15

1-14

and Progressive Education Association (PEA), 11
Psychology, 5-6
Dewey School (The University of Chicago Laboratory School),
5

DeWine, Mike, 415-416

Dialectic & Praxis: Diaprox and the End of the Ages (The)

(Dean Gotcher), xxi
"Dialogue Discussion Paper," 109

"Dialogues in International Education" (Nick Zienau),

312-313
diary use, 207-209

Did They Succeed in College?: The Follow-up Study of the
Graduates of the Thirty Schoob (Neal Drought, Wil-
liam Scott), 21

Diederich, Paul, 89

"Difference between Traditional Education and Direct Instruc-
tion" (Tracey J. Hayes), A150, A157-158
Dilulio, John, 375

Direct Instruction, 215, 228, 361-363, A12, A27. See also
DISTAR; Management by Objectives (MBO); Mastery
Learning; Outcome-Based Education; Planning, Pro-
gramming and Budgeting System (PPBS); Reading
Mastery

and Core Knowledge, A126-128

definitions of, 75, 366

and Follow Through Model, 387-388

linked to Programmed Instruction, xxvi

man as animal, assumptions of, 13

and Mastery Learning, 4, 226

memos on, A90-96

and Siegfried Engelmann, 81, 182, 435
DISTAR (Direct Instruction System for Teaching and Remedia-
tion), xxvii, 81, 181-182, 212. Seealso Direct Instruction;
Reading Mastery

critique of, 387-388

and National Center to Improve the Tools of Educators
(NCITE), 417

Divisions of Structures, Content, Methods and Techniques of

Education (UNESCO), 147
Dneprov, Edouard, 293, 309
Dobbs, Bettina, 174
Dodd, Bella V., 45, 53n
Dodd, Christopher, 415-416
Dodd, Norman, 30, 46-48, 232-233, 239

National Citizens' Alliance (NCA) Americanism Award,

266

Dogan, Pierre, 307

Doherty, Victor W., 107

Dole, Elizabeth, 215, 266-268, 304, 451n

Don Bell Report (The), 112

Dorn, David, 290

Douglas, William O, 137-138

Dowdy, Homer, A175-176

Doyle, Charlotte Lackner, 75

Doyle, Dennis P., 300, A75

dress codes, 334
Drexel University, 202
Drexler, Melissa, 29
drop-out, legal age to, 155
Dror, Yehezkel, 166
Drotz, Paul, 249
Drought, Neal E., 21
Drucker, Peter, 202

Drug Abuse Resistance Education (DARE), 334

Drug Free Schools and Communities Act (DFSCA), 405, 453n

drugs, 276

Drug Abuse Resistance Education (DARE), 334
education, and The Change Agents' Guide to Innovation
in Education, 280

Duffey, Joseph, 315-316, 360

Duke, Leilani Lattin, 397

Duke University, 73, 210, A63

Dulles, John Foster, 32

Dumas, Lynne, A174

"Dumbed-Down SATs Disguise Deficiencies — The Fault, Dear
Educator, Is Not in Our Tests" (George C. Roche), 364
Dunn, Gregory, 140
Dunphy, John, 192-193
Dupont, Pierre S., 176, 323
DuPont Europe, 398
Durenberger, David, 176
Dyson, Esther, 381, 452n

E

Early Developments, 394-395

"Early Schooling Is Now the Rage," 443-444

"Early Warning Response," 453n

East Gibson County (Indiana) Group (Jeannie's Group), 248

Eastman Kodak Company, 344, All-12, A112

Ebbert, Stephanie, 334

Eckgold, Bernard, xx

Ecole des Sciences Politiques, 18

Economic Opportunity Act of 1 964, 75

economics, 194-195

ECRI. See Exemplary Center for Reading Instruction

"ECRI: Exemplary Center for Reading Instruction Consortium

Winds Down," 198-199
ECRI Teacher Training Manual, 81

"ECS at 20: The Compact's Potential Is Still to Be Realized"

(Thomas Toch), 209-210
Edelman, Marian Wright, 351, A46
Edison Project, 297-298, 299-300, A91
Edling, Jack V., 101
Edmonds, Ronald, 172, 189, 222

and Effective Schools Research, 217, 231-232, 394, A162
education

as active rather than passive, 6

Index

1-15

adult, A101-102

as builder of "New World," 18

choice in, 458

crisis of, xi, 162

definition of, 1

federal control of, 53, 56-57

goals/purposes of, 160, 163, 171

holistic, 281

humanizing, A40-41

in Korea, A29-31

state determined, 20-21

for sustainability, 313

"true," 322-323

vocational, 408-409
Education: From the Acquisition of Knowledge to Programmed,

Conditioned Responses (Robert H. Burke), 97-98
"Education, Religious Groups, Seek Common Ground,"
342-343

"Education: The New Transatlantic Agenda," 411-412
"Education: Why the 'Dumbing Down' in the Schools?" (Henry
Hyde), 370

"Education 90: A Framework for the Future," 275
Education 2000: A Holistic Perspective, 281-284
"Educational and Cultural Programs, Exchanges and Interna-
tional Visitors," 231
"Educational Choice — The Education Voucher, Tax Credits,
and the Nonpublic Schools" (Virginia Birt Baker),
288-289
Educational Cultures, 312-313

Educational Goals: Studies and Surveys in Comparative Educa-
tion, 162-164

"Educational Implications of NAFTA (The)," 321

Educational Improvement Centers (EICs), 126

Educational Innovation Advisory Commission, 96

Educational Inquiry, Incorporated, 106

Educational Leadership (Association for Supervision and Cur-
riculum Development), 204
"Can Computers Teach Values?", 184-185
"Mastery Learning: The Current State of the Craft," 118,
155

"New Views of the Learner: Implications for Instruction
and Curriculum," 148

"Observing the Birth of the Hatch Amendment Regula-
tions," 220

"The Language of OBE Reveals Its Limitations," 354

"To OBE or Not to OBE?", 322
Educational News International, 390
Educational Policies Commission (EPC), 19
Educational Programs That Work, 124
Educational Psychology (Edward Lee Thorndike), 5
Educational Quality Assessment (EQA), 250, A21
Educational Reports Series, 296, 430
Educational Research Associates, 98
Educational Research Council of America, 377
Educational Researcher, 134-144

Educational Resource Information Center (ERIC), 126, 207
Educational Testing Service (ETS), 177, 238, A18, A47
and Carnegie Corporation, 91, 210
founding of, 38
Education Amendments of 1976, 170
Education and the Cult of Efficiency, 354
"Education and the Economy: A Diagnostic Review and
Implications for the Federal Role" (Sue E. Berryman),
244-247

Education Commission of the States (ECS), 56, 73, 186, 218,
333

"A Road Map for Restructuring Schools," 270-271
history of, 209-210
Education Commission Report Number 7, 378-380
Education Committee of the Council of Foreign Relations, 46
Education Daily, 79-80, 234, 241

"Group Asks Education Department to Stop Funding 'Mind

Control' Curricula, End Soviet Exchanges," 249-250
"Sweeping Overhaul of Minnesota Education System Pro-
posed," 225-226
"Teachers Influence Student's Values through Writing
Assignments," 223
Education Development Center, 290, 451n
Education Digest (The), 194
Education Excellence Network, 278, A128
Education for All (EFA), 376
Education for All American Youth, 20
Education for All Handicapped Children Act, 155
Education for a New World (Maria Montessori), 9
Education for Destruction (B.R. Burchett), 30-31
Education for Results: In Response to A Nation at Risk, Vol.
1 : Guaranteeing Effective Performance by Our Schools
(Robert E. Corrigan, Betty O. Corrigan), 91, 193,
A27-31

Education from the Acquisition of Knowledge to Programmed

Conditioned Response, 126
"Education in a Relaxed Atmosphere: Brain-Based Method —

Teaching Trend Emphasizing Creativity, Flexibility and

Informality Growing in Area Schools" (Delbert Ellerton),

425-427

"Education in the Future: 21st Century Schools Will Offer

Learning for All Citizens" (Kent Tempus), 253
Education in the New Age (Alice Bailey), 51, 283
Education Reform Act (1993), 392-393
education reform movement. See effective schools
Education Reporter (The), 412-413, A150
Education Service Council, 53n

"Education, Technology, and Individual Privacy" (Lawrence

P. Grayson), 137-138
Education Update (ASCD), 202

"Interest in Character Education Seen Growing," 311-312
"Message from the Executive Director: South Africa Tackles

Ambitious Curriculum Reform Effort," 399-400
"Promising Theories Die Young," 223-225
"Tactics for Thinking Attacked in Washington, Indiana,"

1-16

248-249

"Three Kinds of Knowledge," 224
Education Week, 186, 250, 251, 318, 392, 417, 451n

"33 Religious Groups Join Riley in Seeking Greater Family
Role in Schools," 345

advertisement for Sixteenth Annual Effective Schools
Conference, 420-421

"A Road Map for Restructuring Schools," 270-271

"Back to the Future— With Funding from NASDC and Direc-
tion from the Hudson Institute, the Modern Red School-
house Updates an American Icon for the 90's," 323

"Carnegie Teaching Panel Charts 'New Framework' — Grants
Totaling $900,000 Made to Press Reforms," 235-236

"Center Lists Skills Both Disabled, Non-Disabled Should
Have," 310-311

"Education, Religious Groups, Seek Common Ground,"
342-343

"Educator Proposes a Global Core Curriculum," 260
"Half of Chicago Students Drop Out, Study Finds: Problem

Called Enormous Human Tragedy," 79-80, 221
"Leading Business Executives Create Council to Promote

S-T-W Programs," 344
"N.S.B.A. Endorses All Alternatives to Traditional School

Governance," 326
"New AFT President Urges Members to Help Floundering

Schools," 81

"Proponents of Mastery Learning Defend Method after Its

Rejection by Chicago," 227
"Researchers Leery of Federal Plans for Collaboration — Fear

'Cooperative' Link a Path to 'Intervention'," 236
"Seniors' Church Attendance," 279-280
"Success Eludes 10-Year-Old Agency," 118, 192
"Success with Coalition Reforms Seen Limited in Some

Schools," 326

Technology Counts '98 — Putting School Technology to the
Test, 419-420

"There Has Been a Conspiracy of Silence about Teaching:
B.F Skinner Argues that Pedagogy Is Key to School
Reforms," 196-197

"Viewing Reform Partnerships as Big Brother's Intrusion,"
338-339

"Who's In, Who's Out," 99

"Widely Mixed Test Results Leave Some in Kentucky
Puzzled," 316
Education Writers Association, 222

Educator's Guide to Schoohvide Reform (An) (Rebecca Herman),
434-436

"Educator Proposes a Global Core Curriculum," 260
"Educators, Religious Groups Call School Truce — They Agree

to Disagree on Hot Issues of '90s" (Sally Streff Buzbee) ,

349-350

Educators for Social Responsibility, A138
EDventure Holdings, 381
Edwards, Sara E., 191
ERA Today, 308-309

Effective Schooling Practices: A Research Synthesis — Goal-Based

Education Program, 199
Effective School Practices, A152

Effective School Report (The), 187, 188, 222, 238, 394
"A Letter from Russia," 290

"Alternative Assessment of Student Achievement: The Open

Book Test," 322-323
"Dialogues in International Education," 312-313
"Education 90: A Framework for the Future," 275
"Effective Schools for Results," 217-218
"Free Education in a Free Society," 292-294
"Implementing Effective Schools: Commitment — The First

Step," 231-232
"International Congress for Effective Schools Draws Partici-
pants from 13 Nations to London," 243-244
and Lawrence Lezotte, 407

"Principal's Expectations as a Motivating Factor in Effec-
tive Schools," 225

"The Decade of the Nineties," 256-257

"The Future of Hong Kong Linked to Education," 378-
380

"The Goal of Hong Kong Schools — Establishing Quality in
Its Schools," 380-381
effective schools, 222, 261, A70, A163-165
implementation of, 217-218
movement for, 191
and Outcome-Based Education, 201
"Effective Schools: What the Research Says" (Michael Cohen),
172

Effective Schools Conference (Sixteenth Annual), 420-421
Effective Schools Development in Education Act, 222
"Effective Schools for Results" (Robert Corrigan), 217-218
Effective Schools Research, 4, 159, 240

philosophy behind, 394

as Skinnerian, 135

"Shamanistic Rituals in Effective Schools" (Brian Rowan),
A159-166

use in inner city schools/southern schools, 172, 394

use of Skinnerian method, 202, 217
Effective Schools Research Abstracts, 314-315
effective teaching, 214-215
Eight- Year Study, 17, 20-21, 89
Eisenberg, Lee, 297-298

Eisenhower, Dwight D. (President), 30, 52, 53, 55

American Assembly, 377

Goals for Americans, 58-60, 65
Eisner, Elliot, 397
Elam, Stanley, A32

Elementary and Secondary Education Act (ESEA) of 1965, 56,
110, 253, 389, A20-21, Alll
and Educational Improvement Centers, 125-126
Pacesetters in Innovation, 84, 206-207
passing of, by Congress, 72
reauthorizations of, 311, 317-318, 400
A Report from the State Committee on Public Education

Index

1-17

to the California State Board of Education — Citizens
for the 21st Century — Long-Range Considerations for
California Elementary and Secondary Education (John
Goodlad), 88-89

Elementary and Secondary Education Reauthorization Act of
1994 (H.R. 6), 187, 287

"Elementary Education for the 21st Century: A Planning Frame-
work Based on Outcomes," 258-260

Elementary Global Education Framework, 258-260

Elgin, Duane, A175

Ellerton, Delbert, 425-427

Elliott, Emerson, A82

Ely, Donald P., 67, 94, 113, A35-38

Emig, Michael, 268

Emile (Jean-Jacques Rousseau), 2

Emory University, 10

emotional health, focus on, 55

Employment and Training Administration (ETA), 266

Employment Training and Literacy Enhancement Act of 1997,
416

Empower America, 375

Empowered Educational System for the 21st Century — Establish-
ing Competitiveness, Productivity, Accountability and
Equity in South Carolina Education, 306-307
Engelmann, Siegfried

and Direct Instruction, 75, 81, 117, 363, 366, 435
and DISTAR, 212, 299-300
and ECRI, 182

and operant conditioning, 119-120
England, first experiment with Outcome-Based Education,
3-4

Englehardt, Nicholas, 37-38, A5
Engler, John, 405, 451n

English Royal Institute of International Affairs, 12
En-Lai, Chou (Premier), 104

Equal Employment Opportunity Commission (EEOC), 243
Equal Rights Amendment, 35
Erickson Institute in Chicago, 417
Ernst, Morris, 39
Ervin, Sam, 127

ESEA: General Education Provisions Act, 66, 170
Esquire, 297

Essay on the Principles of Population, 388

Essays in Economics: Theories, Facts, and Policies, Vol. II (Was-

sily Leontief), 142
Essential Elements of Instruction (Madeline Hunter), 417
Estes, Nolan, A27-28
Ethical Culture, 22
"Ethical Education," 71
"Ethical Issues in Decision Making," 174, 421
Ethics and Religious Liberty Commission of the Southern

Baptist Convention, 377
Ethics of Sexual Acts (Rene Guyon), 39
Etzioni, Amitai, 351, 376, A172
Eugene Howard's Colorado Model, 199

Eureka Free University, 313

European Commission Directorate General of Education, Train-
ing and Youth, 390, 402

European Economic Administration, 47

Evaluation Department of the Portland Public Schools, 107

"Evaluation of HEW's Publication Pacesetters in Innovation
(An)" (Shirley Correll), 84

Evaluation of Project INSTRUCT: Executive Summary (Carl
Spencer), 204

Evans, Barbara, 305

Evans, Richard I., 77-78, A143

Evergreen State College, 103

"Evil Empire," 279

evolution, 13, 223, 368

Excellence in Education Act of 1985, 234

"Excellence in Instructional Delivery Systems: Research and
Dissemination of Exemplary Outcome-Based Programs,"
160-161, 215-217, 218

Executive Review (The), 164

Exemplary Center for Reading Instruction (ECRI), xxvii, 72,
A129, A147. See also DISTAR
controversy over, 203-204, 212, 416
and Ethna Reid, 80-81, A94, A152-153
and Mission, Texas, 212
and Project Instruct, 134-135
Experimental Laboratory Elementary School, 223
Exploring the Curriculum: The Work of Thirty Schools from the
Viewpoint of Curriculum Consultants (H.H. Giles, S.P.
McCutcheon, A.N. Zechiel), 21
extreme environmentalism, 276-277
Exxon Corporation, 150, 344
Exxon Education Foundation, 299, 300

F

Fabian Society, 12, 13
Facilitator's Training Manual, 353
Fact Finder (The) (Arizona), 230

"Families and Schools: A System of Mutual Support" (Terrell
H. Bell), 174

Family Educational Rights and Privacy Act of 1974, A84

Family Life Education, 111

family planning, 101-104, A170-171

"Family Planning in China" (Han Suyin ), 104

Fantini, Mario D., 169

Farmer-Laborer Political Federation, 23

Farquhar, William, 79

Farris, Michael, 437-438, 453n

Farson, Richard, 111

Far West Regional Laboratory for Educational Research and
Development, 193, 264n, 290, A159
"Excellence in Instructional Delivery Systems: Research and
Dissemination of Exemplary Outcome-Based Programs,"

1-18

160-161, 215-217

and outcome-based education, 125, 141
Featherstone, Harry, 344
Federal Adult Basic Education Program, 196
Federal Council of Churches, 32
Federal Education Agency for the Future (A), 56, 62, 64
federal government

control of education, 96

creating problems to facilitate change, 406

funding of education, 350

funding research, controversy over, 210-213

influence in schools, 192
Federal Register, 154
Federal Reserve Bank, 10

Federal School-to-Work Opportunities Act, 327-328
Feldman, Sandra, A130
Fellows, Michael, 382
Ferre, Luis A., 176

Fessler, Diana M., 364-366, 369-370, 373

contact information, 453n

opponent of school-to-work philosophy, 403-405
Feulner, Edwin, 231

Field of Educational Technology (The): A Statement of Defini-
tion (Donald P. Ely), 94, 113, A35-38
Fields, Joseph C, 305

Fifth Annual Chief State School Officers Institute, 128-130
Fifth Report of the National Council on Educational Research,
150

Filling the Gaps: An Overview of Data on Education in Grades

K Through 12, 294-296
Final Assessment Framework for the Michigan High School

Proficiency Test in Reading (1994), 311
"Final Report of the National Commission on Civic Renewal:

A Nation of Spectators — How Civic Disengagement

Weakens America and What We Can Do About It,"

372-373

Financial Accounting: Classifications and Standard Terminology

for Local and State School Systems, 328
Fink, Kristin, 421
Finley, Carmen J., A48
Finn, Chester, 184, 202, 244, A75-76

"America 2000 Plan," 278-279

beliefs about role of parents, 434

and Educational Excellence Network, 352

favoring national curricula, 251, 298

and National Institute of Education, 117-119

and outcome-based education, 238-239

"Public Service, Public Support, Public Accountability,"
184

"Reforming Education — Why Do Bad Things Happen to

Good Ideas?", 385-386
replicating English school system, 357
and school reform, 332
Finn, James D., 67

Fire in the Minds of Men: Origins of the Revolutionary Faith

(James H. Billington), 341-342, 452n
First Amendment {United States Constitution), 22, 311-312,
352, 365

First Amendment Center at Vanderbilt University, 418-419. See

also Freedom Forum First Amendment Center
First Educational Technology Conference, 101
First Lady of the World (Robert Muller), 283
Fisher, George, 344
Fiske, Edward B., 255, 443-444
Fitouri, Charles, 162
Fitz-Gibbon, Carol Taylor, 213
Fitzpatrick, Kathleen A., 240
Fitzsimmons, John, 272
Five Issues in Training, 38
Five Year Plans, 60, 142-143
Flemming, Arthur S., 57
Fletcher, Dexter, 174
Florida, 144

Florida International University Human Resource Service

Professional Development Center, 440
Florida Pro-Family Forum, Inc., 6n
Florida State University, A29
Focus on the Family, 350

Follow Through, 72. See also Project Follow Through
Foorman, Barbara, 417
Foothill Associates, 327
Forbes, Steve, A79-80
Ford, Bobbi, 426
Ford, Guy Stanton, 24
Ford Foundation, 13, 152, 245, A7
Agenda for the Nation, 83

funding of Comparative Human Relations Initiative Con-
sultation, 399
grant to Terry Sanford, 73, 210
and H. Rowan Gaither, 30, 47, 239
and McGeorge Bundy, 141
and Mortimer Adler, 280
and National CEE, A112
Ford Motor Company, 344

Forgotten Half (The): Pathways to Success for America's Youth

and Young Families, 250, 264n, 452n
Forrer, Sara, A62
Forrester, Jay, 303
Fortas, Abe, 36
Forthum, Terry L., 191-192
Fosler, Scott, A46
Foster, William Z., 17

Foundation for Research on Human Behavior, All
"Foundation Machine (The)" (Edith Kermit Roosevelt),
82-83

Foundations: Their Power and Influence (Renee Wormser),
48

Foundations of Behavioral Research, Second Edition (Fred N.

Kerlinger), 121
Foundations of Lifelong Education (UNESCO), 141-142

Index

1-19

"Four Phases in Creating and Managing an Outcome-based

Program" (John Champlin), 193-194
Fowler, Burton P., 21

"Framework for Action to Meet Basic Learning Needs,"
269-270

FRAMEWORK FOR THE SOCIAL STUDIES, 178
"Framing a Future for Education" (Kansas), 194
Francophone Association of Comparative Education, 194
Frank Porter Graham Child Development Center, 394-395,
452n

Frazier, Alexander, 288
Frazier, Gloria, A56
Free Congress Foundation, A129
Freedom Forum, 418

Freedom Forum First Amendment Center, 350, 376, 377
"Free Education in a Free Society" (Nick Zienau), 292-294
Free Inquiry, 241
Freeman Institute, 174
Free Mind, 71

Free World Research Report, 276, A167-176
Freire, Paulo, 220, 237, 264n
Frere, Jean, 112
Freud, Sigmund, 12
Friedman, Milton, 202

"From Schooling to Learning: Rethinking Preschool through

University Education" (Don Glines), 180
Fromstein, Mitchell, 344
Frontiers of Democracy, 64
Frontier Thinkers (The) (Harold Rugg), 12
Fullan, Michael, 420
functionalism, 183

Functional Literacy and the Workplace: The Proceedings of
the May 6, 1983 National Invitational Conference,
195-196

Fund for the Advancement of Education, A7-8
Futrell, Mary Hatwood, 236

"Future of Hong Kong Linked to Education," 378-380
"Future of the Teaching Profession" (James Collins, Martin

Haberman), 310
Future Trends, 272

G

Gagne, Robert, 79, 89, 406-407
Gaia worship, 276
Gaither, Rowan, 30, 47, 239
Galston, William A., 376
games, video, 319-320
Gandhi, Mahatma, 9
Garbarino, James, A167-176
Gardner, Howard, 340-341
Gardner, John W., 73, 176, 210, 376
Gardner, Richard, 80

Garduque, Laurie, 236
Garland, Nancy, 236
Garrett, Scott, 430
Garvey, Willard J., 202
Gaston, John, 105-106
Gates, Frederick, 9
Gebhard, Paul, 39, 48

General Agreement between the U.S.A. and the U.S.S.R. on
Contacts, Exchanges and Cooperation in Scientific,
Educational, Cultural and Other Fields, A136

General Agreements for Tariffs and Trade (GATT), 279

General Education Board (GEB), 8, 9, 21, 307

General Education Provisions Act of the Elementary and Second-
ary Education Act of 1965, 213, A45

General Electric Company, A24

General Federation of Women's Clubs, 176

Generally Accepted Accounting Procedures/Generally Accepted
Federal Funding Reporting (GAAP/GAFFR), xvi

George Frederick Jewett Chair in Religion and Public Policy at
the American Enterprise Institute, 377

Georges, Jeannie, 264n

Georgescu-Roegen, Nicholas, A169

Georgetown University, 12, 341-342, 376

Georgia, 29, 48, 144

Georgia 2000 Partnership, 167

"Georgia Basic Life Process Skills, ESEA, Title II, Proposed
Instructional Time in School Programs" (Lucille G.
Jordan), 150-151
Georgia Department of Education, 150, 307
Georgia Public Policy Foundation, 285
"Georgia Schools OK Tracking System" (Doug Cumming),

111, 407-408
Georgia State University, 3, 100
German Democratic Republic, 147
German Marshall Fund of the United States, 327
Getty Education Institute for the Arts, 397
Gilder, George, 179, 303
Gingrich, Newt, 155, 303, 452n, A49

and computers, 381, 400-401

"Contract with America," 179
Gisi, Lynn Grover, 187
Glaser, Robert, 61, 79, 211-212, A7

"Principles of Programming," A13-16

Teaching Machines and Programmed Learning: A Source
Book, 60, All-16
Glasser, William, 115, 117
Glavin, Robert, 285-287
Glazar, Vickie, 366
Glazer, Nathan, 351
Glickman, Carl, 436
Glines, Don, 180
Global 2000, A169, A174

Global Alliance for Transforming Education (GATE), 281-284,
451n

global education/values education, 88, 258-260

1-20

"Global Framework for Local Education," 276-277
"Global Government's Global Conscience," xix
"global integration," 411-412

"Global Interdependence: The United States and the Third

World," 321
global skills standards, 412
global workforce training, 458
Glover, Robert W., 326-327, 329
Goal-based education. See Outcome-Based Education
"Goal of Hong Kong Schools — Establishing Quality in Its

Schools," 380-381
Goals 2000 (Educate America Act), 83, 167, 187, 268, 330,

353, 428, A65-66
and Chester Finn, 385
criticisms of, 370

first state to implement (Oregon), 336-338
as framework for H.R. 6, 317-318
Goal 6 as most important, 405-406
history of, 357-359, A73-75
and NASDC, 298

and National Issues in Education: Goals 2000 and School-

to-Work, 286
programs of, 364
reforms, 338-339
signing of, 323

"Goals and Objectives: Towards a National Curriculum?" (Joan

Gubbins), 168, 238-239
Goals for American Education, 19
Goals for Americans, 58-60
Golden, Cecil, 111
Goldenberg, Claude N., 417
Goldman, Jay P., 242-243
Goldmark, Peter C, Jr., 376
Goldsborough, Robert H., 54n
Goldseker Foundation, 377
Gollarz, Ray, 420
Gonzalez, Felipe, 359-361
Goodlad, John, 162, 169, 189, 226, A43

"A Cooperative Effort Is Needed: Can Our Schools Get

Better?", 219

A Report from the State Committee on Public Education
to the California State Board— Citizens for the Twenty-
first Century — Long Range Considerations for California
Elementary and Secondary Education, 91n
"Learning and Teaching in the Future," 81
Place Called School (A): Prospects for the Future, 151
Report to the President's Commission on School Finance,

Issue #9 "Strategies for Change," 207
statements made by, 56, 106

Study of Schooling in the United States (A) (1979), 119,
151-152

Study of Schooling (The) (1973), 397
Goodling, William, 66, 415, A75-78
Goodman, John, 299
Gorbachev, Mikhail, 30, 45, 241

and Perestroika, 251, 280, A137
promoting a new world order, 308

U.S. -Soviet Education Agreements, 229-230, 279, 294,
A140
Gordon, Kermit, 83
Gordon, Thomas, 117
Gore, Albert, Jr. (Al), 92n, 376, 421, A167
Gore, Bruce, 401
Goslin, Willard, 43
Gossens, Salvador Allende, 237
Gothard, Bill, 437
Gould, Arthur, 11
Gould's medical dictionary, 49-50
Gould Academy, 38

"Governor with Principle Would Reject School-to-Work" (Paul

Mulshine), 430-431
gradualism, xvii, xviii, 447, 455

"Graduates Lack Technical Training, Study Warns — By 1990,
2 Million May Not Have Essential Skills Needed for
Employment in 'Information Society'," 186

Graham, Frank Porter, 394

Gramm, Phil, 297

Granite Communications, 307

Granite School District, 80

Grant High School, 337

Grasmick, Nancy S., 327, 343

Grasso, Christopher, 250

Grayson, Lawrence P., 137-138

Great American Con Game (Barbara Morris), 149

Great Books Foundation, 417

Great Depression, 23

"Greatest Subversive Plot in History: Report to the American

People on UNESCO (The)," 43-44
Great Hall of the People, 104
Green, Andrew, 273
Green, Sharon Knotts, 327
Greenberg, Daniel, A46
Green Cross, A171
Greene, Bert I., 220
Gregg, Alan, 40
Griffin, Gary A., 191
Griffin, Peg, 212
Grisham, Hosea, A27
Groff, Patrick, 182
Gross, Martin, A146
Grossberg, Amy, 29
Grossen, Bonnie, A152
Grossman, Jerome, 344

"Group Supporting Paula Jones Case Sues Pasco Schools"

(Wendy Culverwell), 401
Grover, Herbert J., 327
Guangming Daily, 262

Guardians of Education for Maine (GEM), xv, 174
Gubbins, Joan, 168, 238-239, 248

"Guided Affective Imagery." See "Initiated Symbol Projec-

Index

1-21

tion" (ISP)

"Guide to Competing Teaching Methods" (Rosalind Rossi),
366

"Guide to the Massachusetts Comprehensive Assessment

System: Mathematics," 396-397
Guiness, Oz, 377
Guttmacher, Manfred S., 40
Guyon, Rene, 39

Gwinnett Coalition for Health and Human Services, 439
Gwinnett Daily Post (The) (Lawrenceville, Georgia), 439

H

Haberman, Martin, 310
Haddock, Jerry L., 367-368
Hakim, Joy, A129
Halcyon Press, 98
Haley, Rosalind Kress, 232

"Half of Chicago Students Drop Out, Study Finds: Problem

Called Enormous Human Tragedy," 79, 221
Hall, John, 333

Hamburg, David, 36, 235, A138
Hamill, Thomas, 126
Hamilton, Lee, A138

Hancock Clarion (The) (Hawkesville, Kentucky), 320-321

Hansford, VanBuren N., Jr., A112

Harley, John Eugene, 17

Harmon, Willis, 141

Harp, Lonnie, 316

Harris, Louis, A112

"Harrison Bergeron" (Kurt Vonnegut), 66, 92n

Hart, Leslie, 341

Hartmann, George, 23

Harvard University, 4, 49, 100, 382, A7

and B.F. Skinner, 75, 146, 196, A10, A12, A49

and Chester M. Pierce, 113

Economic Research Project, 143

Graduate School of Education, 172, 177, 231, 417

and Lawrence Kohlberg, 352

president James B. Conant, 73, 210

Russian Research Center of, A137

and Wassily Leontief, 143
Haselkorn, David, A72, A96
Hatch, Orrin, 200-201

Hatch Amendment (Protection of Pupil Rights Amendment),
203-204, 221, A21, A45. See also General Education
Provisions Act
hearings for regulations on, 124, 200-201
"Observing the Birth of the Hatch Amendment Regula-
tions," 220-221
Hatton, Barbara R., A112
Hausman, Jerome J., 152
Havelock, Ronald G., xvi, xix, 315, A66

Haves Without Have-Nots: Essays for the 21st Century on Democ-
racy and Socialism (Mortimer Adler), 280-281

Havighurst, Robert, 141, A48

Hawkins, Augustus, 222

Hawkins-Stafford Amendments of 1988, A84

Hayes, Carlton J.H., 24

Hayes, Kathy, 299

Hayes, Tracey J., A130

"Difference between Traditional Education and Direct
Instruction," A150, A157-158

Haynes, Charles, 350, 377, 418-419

Hays, Wayne, 48

Hazlip, Ken, 313-314

Head Start, 20, 386-387

Heald, Anne, 327

"Heartbreaking Crimes: Kids without a Conscience? Rape,
murder, a baby dead at a prom: A look at young lives
that seem to have gone very, very wrong," 29

Heaton, K.M., 15n, 92n, 199-200, 264n

Hechinger, Fred M., 230, 236

Hegel, Friedrich, xvii

Hegelian Dialectic, 387, A155
definition of, xvii

examples of use, xii, 349-350, 378, 455

Richard Riley's use of, 447
Heinich, Robert, A35
Helms, Jesse, 232-233

National Citizens' Alliance (NCA) Americanism Award,
266

Henderson, Marlene, 213

Heneson- Walling, Robert, 154

Hentschke, Guilbert C, A112

Herald News (The) (Passaic, New Jersey), 125-126

Heritage Foundation, 202, 231, 285, 376

1993 Annual Report of, 304

and Center of the American Experiment, 385

and DISTAR, 417

Policy Review: The Journal of American Citizenship, 374,
434

and "Time to Overhaul the Elementary and Secondary
Education Act of 1965," 428-429
Herman, Alexis, 403
Herman, Rebecca, 434-436
Hersey, Steven M., 219
Herzer, Ann, 81, 192, A155

criticism of Preventing Reading Difficulties in Young Chil-
dren, 416-417

opposition to ECRI teacher training, A94, A130

"Our Children: The Drones," A143-149
Herzler, Elam, 184
Hesburgh, Theodore, 141
Heuston, Dustin E., 213

Hewlett Packard Corporation, 327, 338-339, A69
Hewlitt Foundation, 245
Hickey, Howard W, 85

1-22

Higher Education Board, 384

Higher Education for American Democracy; Volume 3 Organiz-
ing Higher Education, 39

Higher Horizons, A117-118

higher order skills (high level), 187, 245-247

Higher Order Thinking Skills (HOTS), 264n, 325-326

High Intensity Learning, 197

High Performance Work Organization, A105

High School (Carnegie Foundation for the Advancement of
Teaching), 73, 210

High Schools That Work (Gene Bottoms), 307

High Skills for Economic Competitiveness Programs, A109

Hill, Alan, 290

Hill, Edward, 176

Hill, Jesse, Jr., 344

Hillary, John C, 277-278

Hillsdale College, 238-239, 364

Hilts, Philip J., A146

Hirsch, E.D., A127-130

Hiss, Alger, 12, 28, 36, 42-43, 47

History of Laboratory Schools (The): The University of Chi-
cago, 6n

History of Teacher's College (A): Columbia University (Lawrence
Cremin, David Shannon, Mary Evelyn Townsend), 6n

Hitler, Adolph, 24-25, A94

H.J. Russell & Company, 344

Hoban, Charles F., Jr., A3 5

Hoffman, Lee M., A82

Hogan and Hartson, 273

Hoge, Anita, 85, 221, 250, 348-349, A21

"Five Magic Questions Enable Parents to Debate the
Issues," 368

"When Johnny Takes the Test: How Your Child Is Identified
and Tracked to the National Data Bank — and Beyond,"
451n

holistic education, 281

Holistic Education Review, 276-277

Holland, Miriam V., 408

Holloway, Karel, 222-223

Holt, Marjorie, 133

Holubec, Edith Johnson, 239

Horn, Ernest, 24

"Home School Families," 179-180

home schooling, 179-180, 241, 253-254, 256, 363
and school-to-work (apprenticeships), 437-438
utilizing Skinnerian methods of education, xxvii

Home School Legal Defense Association, 437-438

Hong Kong, 378-381

Hong Kong Education Commission, 381

Hong Kong Task Group on School Quality and School Fund-
ing, 381

Honig, William (Bill), 236, A155

Hooper, Susan, 260

Hooper, Walter, 158n

Hoover, Herbert (President), 17, 19

Horace Mann-Lincoln Institute of School Experimentation,
46

Horn, Joan, 383

Hornbeck, David W, 263, 321, 446

Human Capital and America's Future: An Economic Strategy

for the Nineties, 287-288, 377, A46-47
Human Resources Development Plan for the United States

(A), A96

and Kentucky Education Reform Act (KERA), 333-334

mandating community service, 217

and Project BASIC, 204-205

proposal for new education system, 241-243

"Technology and Students at Risk of School Failure,"
273-274
Hoser, Albert, 344
House, Edwin Mandell, 12

House Committee on Education and Labor of Congress, 62
House Education and Workforce Committee (of U.S. Con-
gress), 66
Houston Health Science Center, 417

"How to Fix a Crowded World: Add People" (Barbara Cros-
sete), 388

How to Measure Attitudes (Marlene Henderson, Lynn Lyons

Morris, Carol Taylor Fitz-Gibbon), 213
How to Teach Animals: A Rat, a Pigeon, a Dog (Kathleen and

Shauna Reid), 80
How to Teach Animals (B.F. Skinner), 80
Hoye, J.D., 413-414

H.R. 6 — The Elementary and Secondary Education Reauthoriza-
tion Act of 1993, 317-318
Hudson Institute, 285, 323, 377, A24

Educational Excellence Network, 352

John M. Olin Fellow of, 385
Hukill, Hobart, 191
Humana, 333

Human Brain and Human Learning (Leslie Hart), 341
Human Capital and America's Future: An Economic Strategy
for the Nineties (David W. Hornbeck, Lester Salamon),
287-288, 377, A46-47
Human Engineering Laboratory, 105-106
Human Events, 364
Human Information Processing, 248
Human Intelligence International Newsletter, 171, 264n
humanism, 13

beliefs of, 21-22

curriculum of, 126

philosophy of, 238-239

secular, 22

Torcaso v. Watkins, 22
Humanist (The), 192-193
Humanist Manifesto (John Dewey), 17, 21-22
Human Resources Development Plan for the United States (A),

279, A96-112
Human Resource Studies, 327
Hunt, David, 115

Index

1-23

Hunt, James B., 73, 210, 236, 256, A112
Hunter, Edward, 209, 450
Hunter, Madeline, 94, 228, A113

Essential Elements of Instruction, 417

Instructional Theory Into Practice (ITIP), 269, 450n

and Mastery Teaching, 117, 217, 233

"Promising Theories Die Young," 223-225
Hurd, Paul DeHart, 182-183
Hutchins, Robert M., 280
Huxley, Aldous, 17, 18
Huxley, Sir Julian, 13
Hyde, Henry, 370, 410-412, A74-76

I

IBM Corporation, 177, 235-236, 446, All, A24
Idaho, 144

I Led Three Lives (Herbert A. Philbrick), 49
Illusion of Technique (The): A Search for Meaning in a Techno-
logical Civilization (William Barrette), 174
ImmunoGen, Inc., 344

Impact of Science upon Society (Bertrand Russell), 44-45

"Implementing Effective Schools: Commitment — The First
Step," 231-232

Impossible Dream (The) (K.M. Heaton), 15n

"Impressions and Concerns: A Preliminary Report" (Bill Carl-
son), 413-414

Improving America's Schools Act (IASA), A74

Improving Educational Assessment (Ralph Tyler), 89

Improving Educational Assessment and an Inventory of
Measures of Affective Behavior (Walcott H. Beatty),
89-90, 407

IMTEC, 260-261, 264n, 312-313

Indiana Department of Education, 339

Indiana University, 35

Individual Education Plans (IEP's), 66, 180, 287
individualized education, 126. See also Mastery Learning
Individualized Instruction, 100

Individualized Learning Letter (T.I.L.L.): Administrator's Guide
to Improve Learning; Individualized Instruction Meth-
ods; Flexible Scheduling; Behavioral Objectives; Study
Units; Self-Directed Learning; Accountability, Vol. 1,
100-101, 401

Individualizing Learning Program of Research for Better

Schools, Inc., 68
Individually Prescribed Instruction (IPI), 68, 79
Individual Rights and the Federal Role in Behavior Modifica-
tion: Report of the Subcommittee on Constitutional
Rights, 127

Individuals with Disabilities in Education Act (IDEA), 311

Industrial Areas Foundation, 371, 376

"Industrial Policy Urged for GOP," 205

Information Clearinghouse on Service Integration, 443

"Information Society: Will Our High School Graduates Be

Ready?" (Roy Forbes, Lynn Grover Gisi), 187
Ingram, Laura, 439

"Initiated Symbol Projection" (ISP) (Hanscarl Leurner), 74
"In Littleton, Colorado, Voters Expel Education Faddists,"
318-320

"In Loco Parentis, Part II — The 'Parents as Teachers' Program

Lives On" (Laura Rogers), 301-302
"In Loco Parentis: The Brave New Family in Missouri" (Laura

Rogers), 451 n
Innisbrook Papers, 183, 264n
input-output analysis, 143
"Inquiry (the)," 12

In Search of Mind (Jerome C. Bruner), A57

"Inside U.S. Communism" (Herbert Philbrick), 50

Institute for Accelerated Learning, 427

Institute for Advanced Study at Princeton, 12

Institute for Agrarian Reform (Chile), 237

Institute for Contemporary Studies, A51

Institute for Development of Educational Activities, Inc. (IDEA) ,

66, 151, 152, 387
Institute for Economic Analysis, 143
Institute for Educational Leadership, 440
Institute for Philosophy and Public Policy, 371, 376
Institute for Responsive Education, 188
Institute for Social Research, 280
Institute of Global Ethics, 252
Institute of International Education (HE), 11
Institute of Pacific Relations, 18
Institute on Education and the Economy, 244
"Institution in Transition" (Michelle Boorstein), 103
Instructional Systems Design (ISD), A39
"Instructional Systems Development in Korean Educational

Reform," A29-31
Instructional Theory Into Practice (ITIP), 223, 450n
Instructor (The), 78

Integrated Thematic Instruction: The Model, 339
"Integrating Social Services and Education: A Look at Col-
laboration and Delivery," 321
Integrative Learning, 340
Intellectual Activist (The), 274
Intercollegiate Socialist Society (ISS), 8, 12
"Interest in Character Education Seen Growing," 311-312
Intermediate Technical Group, A169

International Association for the Evaluation of Educational

Achievement (IAEEA), 171
International Association of Police, 176
International Bureau of Education (Institute Jean-Jacques

Rousseau), 13, 18, 63, 162
International Center for Leadership in Education, 306-308,

334-336

International Chamber of Commerce, 35
International City Managers Association, 77
International Commission on the Development of Education,
163

1-24

International Conciliation, 36, 42

International Conference for Parent/Citizen Involvement in
Schools, 188

International Congress for Effective Schools, 243-244, 264n

"International Congress for Effective Schools Draws Partici-
pants from 13 Nations to London," 243-244

"International Dimension of Education: Background Paper
II Prepared for the World Conference on Education"
(Leonard S. Kenworthy), 96-97, 397

International Executive Service Corps, 202

International Learning Cooperative, 261

International Loan Agreement, 400, A31

International Monetary Fund, 112, 391

International Reading Association, 270, 290

International Renaissance Foundation, 419

International Research and Exchanges Board for Scholars,
419

International School Improvement Project (ISIP), 191
International Standard Classification of Education (ISCED-

COM.75/WS/27), 138-139
International Standards of Operation (ISO) (UNESCO), xxi
International Standards Organization (ISO), 411
International Understanding (John Eugene Harley), 17-18
Interpreter (The), 353

"Investigation of the Social Studies in the Schools," 23
"Investing in Better Schools" (Ralph Tyler), 83
Involuntary Attention-Orienting Reflex, 248
Iovino, Jean, 366

Iowa Department of Education, 241, 253, 275
Iowa Global Education Curriculum, A170-173
Iserbyt, Charlotte, xxv-xxviii, 219, 232

Back to Basics Reform Or...OBE Skinnerian International
Curriculum, 264n, 455, A76

memos on Direct Instruction, A90-96

National Educational Goals Panel Community Action Tool-
kit, Alert on, A65-71

and "Observing the Birth of the Hatch Amendment Regula-
tions," 220-221

and Office of Educational Research and Improvement
(OERI), xv, 250

Soviets in the Classroom: America's Latest Education Fad,
46, 261-262, A136-142

"Status of Internationalization of Education," A126-131

"Truth about How We All Have Been Had (The),"
A150-156

"Viewing Reform Partnerships as Big Brother's Intrusion,"
338-339
ISO 9000, 398-399, A129

"Issue #9 — Educational Innovation: What changes in purposes,
procedures or institutional arrangements are needed
to improve the quality of American elementary and
secondary education?", 106-107

"Issue for Designing A System of Skill Standards and Certifica-
tion for the American Workforce: On What Basis Should
Occupation/Skill/Industry Cluster Be Organized?"

(Robert W. Glover), 329
It Takes a Village to Raise a Child (Hillary Rodham Clinton),
85

J

Jackson, Jesse, 351

Jacob, Brad, 438

Jacobs, Heidi, 344

Jacoby, Jeff, 392-393

Jacques, Michael, 353

Jaffras, Jason, A46

James, William, 4

Janne, Henri, 141-142

Javers, Ron, A146

Javits, Jacob, 152-153

JDR 3rd Fund, 152

Jefferson, Thomas, 369

Jeffords, Jim, 415-416

Jenkins, Ed, 248

Jennings, John F, 268

Jeremiah Project, 375

J.M. Smucker Company, 252

Job Corps, A77, A79

Job Corps Curriculum System, 197

Jobs for the Future, 327

JOBS Program, A109

Job Training Partnership Act (JTPA), 288, A134

John and Catherine T. MacArthur Fellowship, 377

John Birch Society, A64

"John Dewey Society (The)," 169

John M. Ashbrook Center for Public Affairs, 140

John M. Olin Foundation, 176, 377, 385

Johns Hopkins University, 377, A82

Johnson, Chalmers, 205

Johnson, D.W, 239

Johnson, Dan, 400

Johnson, Henry, 24

Johnson, Joseph E., 47

Johnson, Lyndon (President), 55, 56, 73, 110

expansion of federal aid to education, 358

"War on Poverty," 75
Johnson, R.T., 239
Johnson Foundation, 251
Johnston, Robert C, 345

Joint Committee on Education and Evaluation, 76
Joint Dissemination Review Panel (JDRP), 123-124
Jolly, Elton, 177
Jomtien Conference, 321
Jones, Beau Fly, 309
Jones, David, 333
Jones, Elsie, 304
Jones, Gordon S., 350

Index

1-25

Jones, Roberts T., 266-268

Jordan, Barbara, 351

Josephson Institute of Ethics, 351

Josiah Macy, Jr. Foundation, 50

Journal for Learning Disabilities, 417

Journal of Associating Teacher Educators (The), 310

Joyce, Bruce, 114-117, 208

Joyce, Michael, 176, 377

J. P. Morgan and Company, 12

Judd, Charles, 4, 165

Judeo-Christian

morals, 21-22, A114

roots, having a clearer understanding of, 342
tradition of, 27

K

"K-12 Competency-Based Education Comes to Pennslyvania"

(John H. Sandberg), 153-154
Kame'enui, Edward, 212, 417
Kane, Robert, A27
Kansas, 144, 194
Kassebaum, Nancy, A77-80
Katz, Vera, 236, 327, A112
Kaufman, Roger A., 217, A27
Kean, Thomas H., 236, A112
Kearney, Annette, A27
Kearns, David, 255
Keating, Thomas, 234
Keck, Daniel B., 234

"Keeping You Current on Education Reform," 347-348

Keep the Change, Inc., 413-414

Kellogg Foundation, 175

Kelly, James A., 256

Kelly, Thomas A., 160, 187, 322

Kemble, Eugenia, 327

Kennedy, Edward (Ted), 415-416, A80

Kennedy, John F. (President), 55, 67, 132, 358

Kentucky, 29, 165

Kentucky Citizens Digest, 274

Kentucky Department of Education, 141

Kentucky Distinguished Educators, 320-321

Kentucky Education Reform Act (KERA), 263, 274, 333

problems with, 316, 320-321

"Kentucky Schools Test Scores Vary Little from Last Year,"
320-321

Kenworthy, Leonard S., 96-97, 397
Kerlinger, Fred N., 121
Kerr, Clark, 83
Kessin, William, 135
Kettering Foundation, 151, 199
Khul, Djwhan, 54n, 283
Kidder, Rushworth, 251-252

Kiefer, William, 399

Kiernan, Edward H., 176

Kildee, Dale, 415

Kilduff, Marshall, A146

King, Faye, 304-305

Kinsey, Alfred C, 28, 35, 122, 48-49

Kinsey: Crimes and Consequences — The Red Queen and the

Grand Scheme (Judith Reisman), 39, 53n
Kipling, Rudyard, 381
Kirkendall, Lester A., 98
Kirschenbaum, Howard, 144
Kissinger, Henry A., 83
Kitzhaber, John, 408-409
Klass, Lance, 2-5, 6n, 158n
Klein, M. Frances, 119
Knapp, Frances, 21
Knight, Bonnie, 408

"Knowing How We Come to Know Things," 322-323

Kohlberg, Lawrence, 119, 144

"Ethical Issues in Decision Making," 174, 352
"Stages of Moral Development," 130-131, 421

Korean Educational Development Institute (KEDI), A30-31

Kosiec-McFarlin, Barbara, 356, 452n

Koslova, Tanya, 346

Kovalik, Susan, 339-341, 452n

Kovalyova, Tatyana, 312-313

Krathwohl, David, 29, 69, A22, A113

Kravett, Bernard, 90

Krey, A.C., 24

Kristof, Nicholas, 294

Kristol, William, 377

Kutztown University, 310

L

LaBarbera, Peter, A129
Labor, William, 417

Laboratory of Comparative Human Cognition, A139

"laissez faire," age of, 24, 265

Lambert, Banque, 112

Lancaster Laboratories, Inc., 252

Land, Richard D., 377

Landgraf, Kurt, 398-399

Landrus, Wilfred, A27

Lane, Franklin, 12

LANGUAGE ARTS FRAMEWORK, 178

"Language of OBE Reveals Its Limitations (The)" (Gretchen

Schwarz), 354
Lanier, Judith, 236
Lansing School District, 441
Lanza, Monica, 125-126
Lapointe, Archie, 177-179, 244, 349
Laski, Harold, 23, 265

1-26

Lauder Foundation, 299

Lawrence, Jaqueline, 206

Lawrence, Malcolm, 209, 230

Leadership Development Associates, 167

"Leading Business Executives Create Council to Promote S-T-

W Programs," 344
League for Independent Political Action, 23
League for Industrial Democracy, 8, 11
League of Nations, 12, 42
learning

"authentic" applications of, 325-326
basic needs of, 451n
brain-based, 426-427
brain-compatible, 339-341
constructivist, 325-326
definition of, 1,2
group, 247
integrative, 340
service, 346-347
"super," 156-158, 426-427
Learning a Living: A Blueprint for High Performance,
266-268

Learning and Development Center, 330
Learning and Instruction, 78

"Learning and Peace: UNESCO Starts Its Work" (Richard A.
Johnson), 38

"Learning and Teaching in the Future" (John Goodlad), 81
Learning Disabilities, Cognitive, and Social Development
Branch of the National Institute of Child Health and
Human Development of the National Institutes of
Health, 212

"Learning for All: Bridging Domestic and International Educa-
tion," 321

"Learning for All— What Will It Take?", 406-407
Learning for Life, 389-390

Learning for Tomorrow: The Role of the Future in Education

(Alvin Toffler), 180
Learning Research and Development Center (LRDC) of the

University of Pittsburgh, 150, 417, A52, A55
and Alan Lesgold, 382

and Individually Prescribed Instruction (IPI), 68

and Lauren Resnick, 177

and Robert Glaser, 211-212
Learning to Be (Faure Report), 148, 163
"Learning to Read the ECRI Way" (Dennis Bailey), 182
Ledell, Marjorie, 322
Ledger, 111

Left Brain/Right Brain Thinking, 340

Legal Challenges to Behavior Modification (Reed Martin),
A146

Leipzig, Germany, 2-3

Leipzig Connection (The): The Systematic Destruction of
American Education (Paolo Lionni, Lance Klass), 2-5,
6n, 158n

Lemann, Nicholas, 435-436

Leming, James, 252

Lenin: On Educating Youth (N. Landa), A138-139
Lenin, Vladimir, A63, A138-139
Lenskaya, Elena, 289, 451n
Leonard, George, 303

Leonardo da Vinci Programme Cooperation, 390, 402

Leontief, Wassily, 142-143, 303, A49

Lepley, William, 253

Lesgold, Alan, 382

Leslie, Sarah, 276, 451n, A167-176

Lessinger, Leon, 100, 127, A27

"Lessons — in the quiet world of schools, a time bomb is set

for 1993 on certifying teachers," 255
"Let's Be Honest — Ethical Issues of the '90s," 252
"Letter from Peking" (Edgar Snow), 104
Leu, Donald, 79
Leurner, Hanscarl, 74
Levin, Henry M., 99, 340, 427
Levin, Jonathan, 29
Levitt, Arthur (Jr.), 176
Levitt, Michael 0., 316
Lewin, Kurt, A108
Lewis, Bay an, 279
Lewis, Bettye, 405-406, A23-26
Lewis, C.S., 37, 140, 158n
Lewis, Janet, 327

Lezotte, Lawrence W. (Larry), 189, 314-315, 406-407, 420
liberal arts, 140

Lickona, Thomas, 312, 351-352, 421-422
Liebenstein, Harvey, 303
Life Magazine, 43

Life ofC.S. Lewis (A) (George Jack Sayer), 158n
Lifton, Robert Jay, A146

Light Shall Set You Free (The) (Shirley McCune), 366-367

Lilly Endowment of the Eli Lilly Corporation, 419

Limbaugh, Rush, xxviii

Limits to Growth (Club of Rome), A169

Lin, Su, 335

Lincoln, Abraham, 44

Lincoln County Weekly (Maine), 409

Lindquist, Clarence B., 57

Lindsley, Ogden R., 60, A8

Lines of Credit: Ropes of Bondage (Robert H. Goldsborough),
54n

Lionni, Paolo, 2-5, 6n, 158n
Lipper, Arthur, 152-153
Lippman, Walter, 12
literacy, 183, 237

functional, 196

as problem in schools, 6
Literacy Hoax (The), A8
Little, James Kenneth, A8
Littleton, Colorado, xxvi, 29, 318-320
Litton Industries, 112

Liverpool Laboratory School at the Research and Develop-

Index

1-27

ment Center in Early Childhood Education at Syracuse
University, 119
London, Jack, 8

London School of Economics and Political Science, 18
London Truth, 381
Long, Richard, 290

"Long-Awaited National Teaching Certificate Detailed,"

255-256
Longfellow Elementary, 305
"Look at Business in 1990 (A)," 112

Looking Back, Thinking Ahead: American School Reform

1993-1995, 352
Los Angeles Chamber of Commerce, 112
Los Angeles Times (The), 135-136, 279, A138
Loth, David, 39
Lott, Trent, 416
Louisiana, 144
Lovelock, James, 276
low-income families, 243-244
Loyola University, 198
Lozanov, Georgi, 156-158, 340, 427
Lucis Trust, 51, 54n
Lumsdaine, A.A., 60, A7, All-16
Lupberger, Edwin, 377
Luria, Alexander R., 325-326, A59-63
Lust Killer (Ann Rule), 337
Lyman, Richard W., 176
Lynde and Harry Bradley Foundation, 377
Lynn, Irene, 403
Lyon, Billy, 297-301
Lyon, Reid, 212, 417
Lysaught, Jerome P., 61, All-16

M

Machiavel Pedagogue ou le Ministere de la Reforme Psy-
chologique (Machivellian Pedagogy or the Ministry of
Psychological Reform) (Pascal Bernardin), 346

MacMullan, Ralph, 104

Madrid, Arturo, 236, A112

Magaziner, Ira C, A74-75, A112

magnet schools, 155, 317, 448. See also charter schools

Maine, 38, 124, 378, 431-432

Maine's State Department of Education 1985 Assessment of
Educational Progress (MAEP), 227-228

Maine Aspirations Benchmarking Initiative, 431-432

Maine Association for Supervision and Curriculum Develop-
ment In-Service Training, 197

Maine Association of Christian Schools, 219-220

Maine Career Advantage, 272

Maine Central Institute, 346

Maine Department of Education, 378, 431

Maine Facilitator Center, 117, 158n, 228, A91

Maine Facilitator Report on Current National Diffusion Network

Activities (The), 198-199
Maine Learning Results, 431
Maine Mastery Learning Consortium, 198-199
Maine State Capacity Building Grant, 174-175
Maine State Department of Education, 219-220
Maine Sunday Telegram (The), 103
Maine Technical College System, 272
Maine Times (The), 182
Maine Youth Apprenticeship Program, 272
"Making Academics Count," 268
"Making or Breaking Strategy through Culture," 447
Malcolm, Shirley M., 236, A96, A112
Malone, Gene, 41, 142
Malthus, Thomas, 388
Malvern Conference, 33

Man: A Course of Study (M:ACOS), 114, 132, 226, 451n, A63
Man, Education & Society in the Year 2000 (Grant Venn),
128-130

Management by Objectives (MBO), 72, 88, 132, 204-205, A40-
A41. See also Planning, Programming and Budgeting
Systems (PPBS); Total Quality Management (TQM)
and Course Goals Project, 168

forerunner to Planning, Programming, and Budgeting
Systems (PPBS), A49-50

in "Georgia Schools OK Tracking Systems," 407-408

and mastery learning, 84

and Outcome-Based Education (OBE), 142

and Terrell H. Bell, 124-125
"man as animal" assumptions, 5
Manchikanti, Anu, 421-422
Mandel, Benjamin, 45

Man, Education and Manpower (Grant Venn), 128
Man, Education and Work (Grant Venn), 128
Manhattan Institute for Policy Research, 299
Mann, Dale, 188, 243-244, 264n, 290
Manno, Bruno V., 377

"Man out of a Job: Pasadena Tries Too Late to Hold onto Its

School Superintendent," 43
Manpower Corporation, 344
Mantoux, Paul, 17, 18
Marer, Carl, 188
Marrow, Alfred J., A146
Marshall, Kit, 343
Marshall, Leon C, 24
Marshall, Ray, A96, A112
Marshall High School, 337
Martha Holden Jennings Foundation, 152
Martin, Clyde, 39, 48
Martin, Don, 3-4
Martin, Reed, A146
Martin, William E., 120
Martinez, Matthew, 415
Marx, Gary, 290
Marx, Karl, xvii, 2, 12, A146

1-28

Marxist-Hegelian dialectic, 176
Maryland, 37-38, 144, 204-205
Maryland State Board of Education, 217
Maryland State Department of Education, 347
Maryland State Teachers' Association, 207
Maryland Teacher, 31
Maryland Values Commission, 419
Marzano, Robert, 248
Maslow, Abraham, 228-229, 375-376, A60
Massachusetts Board of Education, 418
Massachusetts Comprehensive Assessment System (MCAS),
392-393

Massachusetts Institute of Technology (MIT), 382, A57, A58,
A60

Massie, Bertram, 29, 52-53, 65, 69, 187, A22

Master Plan for Public Education in Hawaii — Toward a New

Era for Education in Hawaii, 85-88, A55
Masters, Joan, 359-361
Mastery in Learning Project, 222, 264n

Mastery Learning, 81, 197, 215, 234, 286, A43. See also Direct
Instruction; Outcome-Based Education
adaptations of, 313-314
and B.F. Skinner, 13

behavior modification method behind, 240-241
and Benjamin Bloom, 4, 124-125
components of, 198
and A Course Goals Collection, 168
definition of, 367-368
linked to Programmed Instruction, xxvi
and Outcome-Based Education (OBE), A27-28, A38
and Planning, Programming and Budgeting System (PPBS),
84

removal of Carnegie Unit, 21
"Mastery Learning: The Current State of the Craft" (James

Block), 118, 155-156
Mastery Learning Reconsidered (Robert Slavin), 224-225
Mastery Teaching, 233
math, 14-15, 46, 447
Matheson, Scott, 188

"Math Exam Rationale Doesn't Add up: Simple Questions
Are Often Posed in Unnecessarily Complex Ways,"
396-397

Mathtec, Inc., 443

"MCAS Tests Undermine Rights of Parents," 395-396

McAuley, Joanne, 145-146

McCarthy, Bernice, 341

McCord, Joan, 202

McCune, Shirley, 171, 194, 261, 263

and GOALS 2000/restructuring of schools, A65

The Light Shall Set You Free, 366-367

and Midcontinent Regional Educational Laboratory
(McREL), 377, A38

and "the radical center," 349-350
McDonald's USA, 344
McDonnell, Sanford, 377

McDonnell Douglas Corporation, 377
McFarlin-Kosiec, Barbara, 401
McGill University, 417
McGraw, Onalee, 21
McGraw-Hill, 156
McGuire, Susan, A96
McKeachie, Wilbert James, 75
McKeon, Howard P. "Buck," 415, A75
McKernan, John B., Jr., 272, 327
McLean, Paul, 340
McLemore, Judith, 287-288
McMurrin, Sterling M., 62
McMurtry, John, 292

McNary Area Service Learning Project, 347

McPhail, James, A27

McPherson, Robert, 327

McVey, Larry, 344

Mc Walters, Peter, All 2

Means, Barbara, 433

Medicaid, 154-155

Medicare, 35

Medlin, William K., 57

Meese, Edwin, 205, 328, A51

"Meeting the Future," 173

Megatrends (John Naisbitt), 194, 452n

Megatrends 2000 (John Naisbitt), 452n

Meierhenry, Wesley, A3 5

Mein Kampf (Adolf Hitler), 24-25

Melz, Barbara, A174

Mental Robots (Albert Lewis Alesen), 49

Merriam, Charles E., 24

Merton, Robert K., 152

metaphysics, 122

Metro United Way, 439

Michigan, 144, 405-407, 451n

Michigan Governor's Advisory Council on Population, 109
Michigan High School Proficiency Communications Arts

Frameworks, 311
Michigan Reading Association, 324-326
Michigan State Board of Education, 323-326, 405
Michigan State University, 72

and Behavioral Science Teacher Education Program
(BSTEP), A23

Michigan Strategy Proposal for Drug and Violence Free Schools

and Communities, 405
"Microcomputers in Today's Schools," 174
Midcontinent Regional Educational Laboratory (McREL),
263, A38

and IMTEC, 312-313

and Shirley McCune, 194

Tactics for Thinking, 248-249, 261
Miel, Alice, 46
Mielke, Keith, A3 5
Mikhatshwa, Sangaliso, 399
Miller, Donald R., 83

Index

1-29

Miller, George, A57-58

Miller, Loye, 250

Miller, Thomas H., 61, A12

Mills, Richard P., A112

Milwaukee Sentinel Journal (The), 437

Ministry of Russia, 312-313

Minneapolis Star Tribune, 422

Minnesota, 131-132

Minnesota's Graduation Rule, 422

Minnesota Business Partnership, 225-226

Minnesota Daily (The), 422

Minnesota Plan, 225-226

Minzey, Jack D., 85

Mission of the Office of Education (1960s), 63
Mission, Texas, and ECRI, 212
Missouri School Boards Association, 234
Mitchell, Barbara, 223
Mobilization for Youth, 197

Model Core Curriculum Outcomes in Reading, 324-326
"Model Program Links Classroom to Workplace" (Courtenay

Thompson), 337
model school, 251

"Model School for the 21st Century," 41
Model School News, 260

Model Schools Conference (Sixth Annual), 406, 451n
Models of Instructional Organization: A Casebook on Mas-
tery Learning and Outcomes-Based Education (Robert
Burns), 216, 264n
"Models of Teacher Repertoire Training" (Bruce Joyce), 114
Models of Teaching (Bruce Joyce, Marsha Weil), 114, 208,
228

"Modern Red Schoolhouse," 323, 435, A24

charter school of, A156
Mondale, Walter, 376

Monitoring Environmental Progress: A Report on Work in

Progress, A51
Monroe Evening News (The) (Michigan), 95
Monson, Thomas S., 176
Montessori, Maria, 8-9, 99
Montessori International, 9
Montessori Method, 9

Montgomery Council Journal (The) (Maryland), 242-243
Montgomery County, Maryland, xvi, 208, 444, 448
Moore, Frank J., 99
Moore, Opal, 107

moral/citizenship education (MCE), 144

Moral Development Approach Curriculum, "Ethical Issues in

Decision Making," 130-131
moral relativism, xii
Moran, Ellen, A92-93
Moreno, Jacob, 208
Morgan, Robert M., A27, A29-30
Mormon Church, 176
Morphonios, Ellen, 82
Morris, Barbara M., A146

"Conclave of the Change Agents," 144
Great American Con Game (The), 149-150
Tuition Tax Credits: A Responsible Appraisal, 184

Morris, Lynn Lyons, 213

Morris, Robert, 45-46

Morrison, Linda, 370-371

Mort, Paul, 22-23, 444, A5

Moseley, Stephen F., 290

Motorola, Inc., 327

Mott Foundation (Charles Stewart), 152, 176, 253, 264n
Moynihan, Daniel Patrick, 118-119, A75
MSDE Bulletin, 347-348
Muller, Hermann J., 35
Muller, Robert, 9, 25, 260

and World Core Curriculum, 54n, 283
Mullins, James, 408
Mulshine, Paul, 427-428, 430-431

"Multiculturalism Is a Worthy Goal, but America Still Needs

Americans" (John Omicinski), 341-342
multi-cultural programs, 287

"Multiple Choice Review of Education — Profiles of Learning
Takes Central Stage at Gubernatorial Debate on Educa-
tion — Large Protest at Capitol Targets the State's Newest
Graduation Standards," 422

Muscatine Journal (Iowa), 253

music therapy, 157-158

Muskie, Edmund, 358

Mussolini, Benito, 9

"Myth of Competitive World-Class Education," 276
"Myth of Federal Aid to Education without Control," 56, 62
Myths of Japanese Quality (The) (Ray and Cindelyn Eberts),
A135

N

Naisbitt Group, 194

Naisbitt, John, 194, 272, 452n

"Napa Evaluation of Madeline Hunter's ITIP: Lessons Learned"

(Robert Slavin), 224-225
Narrative Report of Project Funded under Title III, Elementary

and Secondary Education Act: OPERATION PEP, a

Statewide Project to Prepare Educational Planners for

California, 83-84
Nathan, Joe, 300
Nation's Schools Report, 154-155

National Academy of Education (Harvard Graduate School of

Education), 231
Commission on Education and Public Policy, 211
National Academy of Sciences, 416-417, A140
National Alliance for Restructuring Education, 269
"National Alliance for Restructuring Education: Schools and

Systems for the 21st Century," 269, A52-56
National Alliance of Business, 268, 269, 273, 328, 333

1-30

National Assessment Governing Board (NAGB), 91
National Assessment of Educational Progress (NAEP), 64,
91, 186, 238

and Educational Testing Service (ETS), 210

forerunner of, 69

Measuring the Quality of Education: Conclusions and Sum-
mary, 176-179
and North Dakota student scores, 348-349
and Roy Forbes, 187
testing of students, 56, 286
test items, 227-228, 349
work with England, 244, 357
National Assessment of Vocational Education, 245
National Association for the Education of Young Children

(NAEYC), 258, 264n
National Association of Counties (The), 77
National Association of Directors of Education Research

(American Educational Research Association), 12
National Association of Elementary School Principals,
434-436

National Association of School Psychologists, 410

National Association of Secondary School Principals (NASSP),

180, 184, A140
National Blue Ribbon Schools Program, 378
National Board for Professional and Technical Standards,

A103-107

National Board for Professional Teaching Standards, 235, 256,
269, 417, A55

National Board for Student Achievement Standards, A104,
A110

National Book Company, 98
National Center for Children in Poverty, 443
National Center for Citizen Involvement, 176, 179, 202
National Center for Educational Outcomes, 311, A93
National Center for Educational Statistics (NCES), 64, 295-296,
430, A45, A76
Educational Records and Reports Series, A3 7
Financial Accounting: Classifications and Standard Termi-
nology for Local and State School Systems, Handbook
U, 451n

and SPEEDE Express, 306, A47
National Center for Neighborhood Enterprise, 377
National Center for Policy Analysis, 299
National Center for Privatization, 202

National Center for Reconciliation and Educational Reform,
343

National Center for Research in Vocational Education, 272,
A78

National Center for Services Integration (NCSI) of Mathtec,

Inc., 443, 441
National Center for Student Aspirations, 431
National Center on Adult Literacy, 440
National Center on Education and Employment, 245
National Center on Education and the Economy (NCEE), 83,

218

America's Choice: High Skills or Low Wages!, 271
Board of Trustees, A112

and Human Resources Development System, 279, A72-80,
A96

and Marc Tucker, 302
"The National Alliance for Restructuring Education: Schools

and Systems for the 21st Century," 269, A52
National Center to Improve the Tools of Educators (NCITE),

387, 417, A91-92
National Citizens Alliance (NCA), 249-250
National Civic League, 374

National Coalition for Parent Involvement in Education

(NCPIE), 189
National Commission on Civic Renewal, 371-378
National Commission on Excellence in Education, 196-197
National Commission on Philanthropy and Civic Renewal,

377

National Committee for Citizens in Education, 188
National Convention of Women for Constitutional Govern-
ment, 10

National Convocation on Pre-College Education in Math and
Science, 182

National Council for Educational Excellence, 145-146
National Council for Educational Research (NCER), 210, 248
National Council for the Social Studies, 149
National Council of Churches, 144

National Council on Educational Research, 98, 168, 238-239

national curriculum, development of, 176-179, 251, A70

National Defense Education Act, 53, 62

National Defense Education Act Amendment of 1961 — Addi-
tional Views, 63-65

National Diffusion Network (NDN), 189, 207, A91, A144-
147

catalog of, 130-131, 158n
function of, 91n
funding of ECRI, 81
and National Education Goals, 268
as "transmission belt" for federally funded programs, 56,
123-124

National Education Association (NEA), 113, 144, 156,
A128-129

"A Broad-Gauged Research/Reform Plan for Secondary Edu-
cation — In the Tradition of the Eight- Year Study," 169

"A Declaration of Interdependence: Education for a Global
Community," 133

agency for human relations training (brainwashing), 38

Bicentennial Idea Book, 140-141

and Catherine Barrett, 139

Department of Education (U.S.), 151

Educational Policies Commission (EPC), 19-20

and An Educator's Guide to Schoolwide Reform, 434-436

as a federally chartered association, 8

funding of projects/organizations, 96, A60

and Mary Hatwood Futrell, 236

Mastery in Learning Project, 222-223, 226-227

Index

1-31

and National Training Laboratory (NTL) , 309

NEA Special Committee on Instructional Technology

Report, 174
school-based management, 137
Today's Education, 81, 140-141
National Education Goals, 278-279
National Education Goals and Standards, A69-70, A74
National Education Goals Panel (NEGP), 286, 315, 316, 317-318,
352-353

National Education Goals Panel Community Action Toolkit,

Alert on (Charlotte Iserbyt), A65-71
National Education Goals Project (NEGP), 286
National Education Institute, 363
National Education Longitudinal Survey, A83
National Education Program, 50

National Education Statistics Agenda Committee, 295-296
National Educator (The), 14-15, 109, 144, 149-150
National Employment Leadership Council, 344
National Endowment for the Arts (NEA), A171
National Endowment for the Humanities (NEH), 417
National Forum for Educational Awareness, 232-233
National Foundation for Educational Research, 177
National Goals Panel, 338-339, 359. See National Education

Goals Panel (NEGP)
National Governors' Conference, 77

National Governors' Association (NGA), 194, 254-255, 299
"A Road Map for Restructuring Schools," 270-271
and National Center for Services Integration, 443
and "State of Education Criticized — Nonprofit Organization
Hired at Former Governor's Urging Pinpoints Weak-
nesses within Ohio's Academic System," 446
and William Clinton, 268
National Guard and Reserves, 296-297
National Health Screening Council for Volunteer Organiza-
tions, Inc., 189
National Home Educator's Leadership Conference, 438
National Information Infrastructure Advisory Council, 381
National Institute for Learning, Work and Service, 302
National Institute for Literacy (NIFL), 386-387
National Institute of Child Health and Human Development

(NICHHD), 417
National Institute of Education (NIE), 98, 137, A41, A159
creation of, 117-119
and Edward Curran, 125, 161-162, 192
funding of other projects/organizations, 144, 171, 174,
201

How to Measure Attitudes, 213

incorporation into Office of Educational Research and
Improvement (OERI), 152, 211-213

and National Council on Educational Research, 238

and Research on Instruction Team, 172

and Thomas Sticht, 215

and William G. Spady, 143-144
National Institute of Mental Health (NIMH), A145
National Institute on Alcohol Abuse, 109

National Institute on Career Majors, 424-425
National Issues in Education: Goals 2000 and School-to-Work
(John F. Jennings), 244, 268, 450n, 452n
publication of, 356-359
National League of Cities, 77
National Legal Center for the Public, 202
"National Network for Educational Excellence," 202
National PTA, with Citizens for Excellence in Education, 348
National Qualifications Framework (NQF), 399
National Recovery Act (NRA), 95
National Research Council, 212, 386, 416
National Review, 360

National School Boards Association (NSBA), 145-146, 290,

326, 347-348
National School Conference Institute (NSCI), 453n
National School-to-Work Office, 413-414, 424-425
National School-to-Work Office of the United States Department

of Education, 403-405
National School Volunteer Program, 188, 189
National Science Foundation (NSF), 132, 417, A105, A143
National Science Teachers Association, A139
National Skills Standards Board (NSSB), 304, 330, 411-412
National Society for the Study of Education, A48
"National Support for Our Public Schools" (Paul Mort),

22-23

National Task Force on Educational Technology, 233-234
National Task Force on Education Data Elements, A82
National Teachers Association, 8

National Training Laboratory (NTL), 38-39, 296, 308-309,
A60

National Unity Campaign, 376
National Volunteer (The), 372
National Youth Apprenticeship Act, 301
Nation at Risk (A): The Imperative for Educational Reform,
xviii, 227, A28, A144
with Action for Excellence and High School, 73, 210
publication of, 190
Nation Prepared (A): Teachers for the 21st Century, 255-256,
451n, A73

Nature of Human Conflicts (The) (Alexander Luria), A59

Nazi Germany, 150, 221

Nebraska, 135, 144, 194, 417

Nebraska State Department of Education, 204

Needmor Fund, 152

negative reinforcers, 186

Nelson, Kent C. "Oz," 333

Nelson, O.A., 14-15

Network for Effective Schools, 188, 256-257, 290
Network for Outcome-Based Schools (William Spady),
193-194

Network of Educational Excellence, 220

"New AFT President Urges Members to Help Floundering

Schools," 81
"New Age," 74, 157-158, 248-249, 276

of Eastern mysticism and Western occultism, 339

1-32

training, 243

New American Schools Development Corporation (NASDC),
161, 179-180, 293-294, 297, 298, 336, A52

establishment of, 290

and the Modern Red Schoolhouse, 323

and Next Generation School Project, 436-437

and Success for All, 416
New Atlantic Initiative Statement, 360
New Basics (The), 413
"New Biology," 28

New Century Dictionary of the English Language (The), 1
New Deal, 95

"New Definition of the Educated Man (A)," 23
New England Medical Center, 344
"New Federalism," 35

New Generation of American Schools, 278-279
Neu; Genesis: Shaping a Global Spirituality (Robert Muller),
260

Newhouse, Bonnie, 284-285
Neu; Humanist, 21

New International Economic Order (NIEO), 195
New Jersey, 144

New Jersey Department of Human Services, 441
Newman, Frank, 408

"New Model for Teacher Education — With Focus on Context
and Workplace: Project Could Better Prepare Students"
(Michael Childs), 425

New Model Me (The), 124

Newport Harbor Ensign (The) (Corona del Mar, California),
107-108

Newport-Mesa Unified School District, 107-108
News & Observer (The) (Raleigh, North Carolina), 386
"New Soviet Man," 56

New Standards Project, 330, 369, 417, A52-54
Newsweek Magazine, 298, 299, 371

"New Tack Taken on Religion in Schools: Group Seeks End to

Secular Bias," 418-419
New Testament, 22

"New Times Demands New Ways," 432-433
Newton, Jesse H., 24

New Transatlantic Agenda (NTA), 359-361, 411-412

"New Views of the Learner: Implications for Instruction and

Curriculum," 148
"New World Disorder (The)," 205
New World Order, 7, 346, 361

"New World Order (The)" (A.M. Rosenthal), 390-392

New York, 144

Neu; York Herald Tribune, 13

New York State Department of Education, 441, A139
Neu; York Times (The), 13, 52, 67, 382

"Beijing Journal: Personal File and Worker Yoked for
Life," 294

"Carnegie Foundation Selects a New Leader," 80, 371

"Defining Literacy Downward," 364

"Early Schooling Is Now the Rage," 443-444

eulogy of Wassily Leontief, 142-143

"How to Fix a Crowded World: Add People," 388

"Lessons — In the quiet world of schools, a time bomb is

set for 1993 on certifying teachers," 255
"Radical Theorist Takes His Message to the World," 237
"Study Says 33% of Young Adults Are Illiterate," 237-238
"The New World Order," 390-392

"The Social Studies: A Revolution Is on — New Approach
is Questioning, Skeptical — Students Examine Various
Cultures," 108-109
"U.S. and Soviets to Share Insights on Computers," 230
"Week in the Subway as Cultural Exchange," 280
"Who'll Teach Kids Right from Wrong— The Character Edu-
cation Movement Thinks the Answer Is the Schools"
(Roger Rosenblatt), 351-352
New York University, 143
New York World, 10

Next Generation School Project, 436-437

"Next Generation School Project (The)," 167

"Next Step: The Minnesota Plan" (Paul Berman), A42-43

Nicaragua, 237

Nichols, Margaret, 264n

Niebuhr, Reinhold, 205

1984 (George Orwell), 28, 441, A26

Ninth National Society for Programmed Instruction Conven-
tion, 101

Nixon, Richard (President), 117-119, 358, 443, A75
Norberg, Kenneth, A35
Nord, Warren, 418-419

Normal School Section of the National Education Associa-
tion, 10

norm-referenced (competitive) testing, 159, 227, 286-287,

361-362
Norris, William C, 176

North American Association for Montessori Teachers, 15n
North American Free Trade Agreement (NAFTA), 279, 291-292,
304

impact on education, 315-316

"The Educational Implications of NAFTA," 321
North American Montessori Teachers Association Journal, 9
North Atlantic Treaty Organization (NATO), 66
North Carolina, 127, 226

North Central Association of Colleges and Schools (NCA):
Michigan Committee's Outcomes Accreditation,
239-240

North Central Regional Educational Laboratory (NCREL), 273,

309, 432-433, 441
Northeast Association for Individualization of Instruction,

100

Northeast Ohio Roundtable, 252

Northern Illinois University School of Education, 184-185
Northwest Regional Educational Laboratory (NWREL), 107,
173, 199, 328

A Course Goals Collection, 95, 167

as "delivery system" for Goals 2000, 369

Index

1-33

and "Education & Community Services: Emerging Issues,"
423-424

"Notice of Proposed Rulemaking to Further Implement Section
439 of the General Education Provisions Act [Hatch
Amendment)," 203-204

Nouja, Victor, 290-291

Novak, Michael, 377

November, Alan, 420

Novotney, Jerrold M., 119

Novosti Press Agency Publishing House, 241

Now Is the Dawning of the New Age World Order (Dennis
Cuddy), 298

"NSBA. Endorses All Alternatives to Traditional School Gov-
ernance," 326
NTL Newsletter, 39
Nunn, Sam, 376
Nunnary, John, 416

o

O'Neal, Sharon, 191
O'Sullivan, John, 360
0*Net, 412

OBE/ML/DI, 88, 183, 287

"Observing the Birth of the Hatch Amendment Regulations"

(Bert Greene, Marvin Pasch), 220
Odessa Post, 419

Oettinger, Anthony, 183, 330, A155

Office of Air Research and Development of U.S. Air Force,
A7

Office of Economic Cooperation and Development (OECD),

151, 171, 191
Office of Education (U.S.), 154, A7, A39
Bureau of Research, 114

funding of projects/organizations, 120, 128, 213
Joint Dissemination Review Panel (JDRP), 134-135
and Leon Lessinger, 127
and Terrell H. Bell, 133
Office of Educational Research and Improvement (OERI), 63,
211, 330, A81
and Bruno V. Manno, 377

and Center for Educational Research and Innovation

(CERI), 151, 191
and Charlotte Iserbyt, xv, 250
and Chester Finn, 117-119, 278

and Frank Porter Graham Child Development Center, 394

funding of projects/organizations, 202

and Malcolm Davis, 179

and Reading Excellence Act, 387
Office of Educational Research and Improvement (OERI): An

Overview, 169-170
Office of Libraries and Learning Technology, 179-180
Office of Special Education Programs (U.S.), A93

Office of Strategic Services (OSS), 38, 47, 143
Office of the General Counsel, 221
Office of Vocational and Adult Education, 272
Ohio, 446-447

Ohio Department of Education, 364-366

Ohio State Board of Education, 369-370, 373, 403

Ohio State School Board, 233-234

Ohio State University, 141

Old Dominion University, 164

Old Testament, 22

Olsen, Clarence R., 85

Olson, Jeff, 349

Olson, Judy, 249

Olson, Lynn, 235-236, 323

Olson, Richard K., 417

Omaha 2000, A68

Omicinski, John, 341-342

Omnibus Budget Bill for 1999, A150

One- World Government, 80, 226, 248-249, A6

On Principle, 140

on-the-job training, A99, A106-108

Open Classroom (Follow Through Model), 181-182

"Open Letter to Governor Voinovich and Members of the

General Assembly (An)," 364-366
Open Society Foundation, 395
Operant Behavior Modification Project, 109
operant conditioning, 2, 48, 115, 132

and B.F. Skinner, 199, 238-239, 295

definition of, 186

and Ivan Pavlov, 160

school use of, 407

techniques of, 80-81

theory of, 115
Oppenheimer, Todd, 381-383
Opportunities Industrialization Centers, 177
OR/ED Laboratories, 409
Oregon, 29, 133, 413, A112
lawsuit challenging education reforms, 369
Oregon Education Act for the Twenty-First Century, 337, 369
Oregonian (The), 336-338, 343-344
Oregon State Board of Education, 134-144
Organization for Economic Cooperation and Development of
the Center for Educational Research and Innovation,
35, 191

Organization of American States, 63

Organized Crime Control Act, 35

Orr, James R, 344

Orton, Samuel, A57

Orwell, George, 28

Osborne, Ruth R, 98

Ostrander, Nancy, 156-158, 426-427

Ostrander, Sheila, 156-158, 426-427

"Our Children: The Drones" (Ann Herzer), A143-149

"Our English Syllabus" (C.S. Lewis), 158n

Outcome-Based Education (OBE), 119

1-34

and B.F. Skinner, 13, 105, 190

and Competency-Based Education (CBE), 73

connection to Effective Schools Research, 168

dangers of, 339, 340

definition of, 233

"driving force" of, 353

emphasis on outputs, 37, 142

first experiment with, 3-4

and funding of H.R. 6, 286-287

linked to Programmed Instruction, xxvi

and Mastery Learning, 193-194, 370

National Conference of (Second Annual), 240-241

opposition to, 302, 352

and Outcomes, 193, 277-278, 313-314

and removal of Carnegie Unit, 21

reports of failures of, 355-356

school violence as result of, 319

and Terrell H. Bell, 124-125

in Utah, 161, 215

and William Spady, 201
Outcome-Based Education Conference, 240-241
Outcome-Based Instructional Management: A Sociological

Perspective (William Spady), 181
Outcomes, 193, 233, 277-278, 313-314
Outcomes Accreditation, 240

Outcomes-Driven Developmental Model (ODDM) (John Cham-
plin), 217, 218

Outline of Educational Psychology, Revised (Rudolph Pintner
et al.), 1, 6n

Out of the Night: A Biologist's View of the Future (Hermann

Muller), 35
Ovard, Glen, 100

"Overcoming Resistance and Facilitating Change: The NTL

Institute's Approach," 309
Overhold, George E., 3-4
Overly, Norman, 96

P

Pacer Systems, Inc., 344

Pacesetters in Innovation, 56, 126, 207

Pacesetters in Innovation: Cumulative Issue of All Projects in

Operation as of February 1969, 84
Pacific and Manhattan institutes, 202
Packard, Vance, A146
Packer, Arnold, 266-268, A46
Paidea Proposal (Mortimer Adler), 281
Paideia Proposal, 226
Palermini, Anthony, 338
Paley, William, 12

"Panel: Make Education Career-Focused," 402
Papert, Seymour, 251, 382

"Paradigm Change: More Magic than Logic" (John C. Hillary),

277-278
Parent Action, 441

"Parental Involvement In Education" (James S. Coleman),
300

parent education programs, 433-434
parenting, 113

"Parent Report Cards," 433-434

Parents as Teachers (PAT), 301-302, 417, 448

"Parents Fear 'Big Brother' Aspect of New Concept" (Monica

Lanza), 125-126
"Parents Turn to Tutors: Rebellion against Whole Language"

(Rosalind Rossi, Sharon Cotliar), 366
"Parents Who Care," 209
Parker, Alan, 299
Parker, Kathleen, 409-410
Parkyn, George W, 98
Participatory Democracy, 85, 111

Partners for Quality Learning, 313-314. See also Mastery

Learning
PARTNERSHIP, 189

Partnership of Kentucky School Reform, 333
Partnerships in Character Education Pilot Projects Program,
421

"Partners in a Global Economy Working Group," 411-412

Pascarelli, Joseph T, 125-126

Pasch, Marvin, 220

Passow, Harry, 197

Paton, William, 33

Patrick Henry College, 437-438

Patterson, Chris, 383-385

Pavlov, Ivan, 3, 13, 75

and behavioral psychology, 118, A58-60

and classical conditioning, A123

and operant conditioning, 2

and Soviet psychiatry, 49

theories of, 50, 58, 99
"Payment for Results," 4
Pease, Marilyn, 395-396
Peavey, Melia, 344
Peavey Electronics Corporation, 344
Peccei, Aurelio, A169

Pedagogy of the Oppressed (Paulo Freire), 237
Pederson, Barbara, 339
Pedamorphosis, Inc., 152
Pennington, Hilary C, 327, A96
Pennsylvania, 133, 144, 399

Pennsylvania's Contemporary Life Competencies, 134

Pennsylvania's Ten Quality Goals, A18-22

Pennsylvania Educational Quality Assessment, 348-349, 393

Pennsylvania State Board of Education, A17-22

Pennsylvania State College, 23

People's Republic of Bulgaria, 147

People's Republic of China, 296-297, 338-339, A47

People's Republic of Hungary, 147

People's Republic of Poland, 147

Index

1-35

"People Control Blueprint" (Carol Denton), 109
People for the American Way (PAW), 349-350
People Shapers (The) (Vance Packard), A146
People Weekly, 29
Pepperdine University, 274
Perelman, Lewis, 139, 179, 303, A49-50
Perestroika, 251
Perfetti, Charles A., 417

Performance Accountability System for School Administrators

(A) (Terrell H. Bell), 124-125, A35-39
Performance-Based Education (PBE), 119
performance-Based systems, 94, 105, 159
Performance-Based Teacher Education (PBTE), 214, A32-34
Performance-Based Teacher Education: What Is the State of the

Art? (Stanley Elam), 94, 105, A32-34
"permissive education," 2
Perot, Ross, 227

"Perpetuation of Our Political Institution," 44

Perpich, Rudy, 299, 300, A42

Personal Ethics and the Future of the World, 252

Pestalozzi, Johann Heinrich, 2

Pett, Joel, 92n

Pew Charitable Trusts, 371

Pew Partnership for Civic Change, 374

Phelps, L. Allen, 429, 453n

Phi Delta Kappa, 220, A32

Phi Delta Kappa Publications, 105

Phi Delta Kappan, 94, 139-140, 154, A42

Philadelphia Federation of Teachers, 302

Philadelphia Record, 31

Philbrick, Herbert A., 49, 50

Philip Dm: Administrator (Edwin Mandell House), 12
Phillips Display Components, 344
Philosophy of Mankind (The), xvi
phonics instruction, 172, 181-182, A156

and Beginning to Read: Thinking and Learning about Print
(Marilyn Jager Adams), 417

and Whole Language, A62-64, A93-94
Physician's Responsibility as a Leader (The) (Albert Lewis

Alesen), 49
Piaget, Jean, A59, A63
Picadome Elementary (Kentucky), 305
Pictor, John, A27
Pierce, Chester M., 113
Pierce, Lawrence C, 136-137
Pierleone, Robert G., 101
Pietersen, William, 447
Pines, Marion, A46

"Ping Heard Round the World (The)," 104
Pino, Edward, 100
Pintner, Rudolph, 6n

Place Called School (A): Prospects for the Future (John Good-
lad), 151
Planchon, Paul D., A82
"Plan for Action (A)," 451n

Plan for Evaluating the Quality of Educational Programs in
Pennslyvania (A): Highlights of a Report from Educa-
tional Testing Services, 69-70, A17-22
Planned Change in Education: A Systems Approach (David

Bushnell, Donald Rappaport), 68
planned economy, 205, 345-346. See also school-to-work
"Planning Is Socialism's Trademark" (Morris Zeitlin), 134
Planning, Programming and Budgeting Systems (PPBS), xvi,
65, 76, 84, 87-88, 142, 453n, A41-45, A152. See also
Management by Objectives (MBO); Total Quality Man-
agement (TQM)
and Elementary and Secondary Act (ESEA) of 1965, 72
in "Georgia Schools OK Tracking Systems," 407-408
and Management by Objectives (MBO), 124-125, 168
Mary Thompson's speech regarding, 110-111
State Educational Records and Reports Series (NCES), 328
in use throughout all departments of federal government,
55, 73
Plattner, Andy, A96
Pluimer, Harold, 173
Points of Light, 179

"Policies on Missions for Educational Research and Develop-
ment Centers," 210-213

"Policy about Policy: Some Thoughts and Projections" (Luvern
Cunningham), 164-167

policy issues, 164-167

Policy Studies Associates, 443

Politics of Change (The) (TPOC), 200

Polytechnical Education: A Step (Robert H. Beck), 272, 451n

polytech system, 94, 272, 317

Pomeroy, Wardell, 39, 48

Pool, Bob, 279

Pool, Ithiel deSola, 303

Pope Pius XII, 138

Population and Family Planning in the People's Republic of

China, 1971, 104
population control, 101-104, 388
Population Crisis Committee, 104
Porteous, David, 250-251
Port Huron Manifesto, 111
Portland Public Schools, 337
Portugal, 219-220, 237
Positive Attitude toward Learning, 124
positive reinforcers, 186
Powell, Ray I., 131-132
Power, Philip H., A112
Powers, Stephanie, 404

Practitioner's Implementation Handbook [series]: The Outcome-
Based Curriculum, 2nd Ed. (Charlotte Danielson), 107,
158n, 159, 168, 264n

prayer, 70

Precision Learning, 81

"Preconditioning for Acceptance of Change" (K.M. Heaton),
199-200

Preliminary Models of Governance for Kentucky, 167

1-36

Prepare Educational Planners (Operation PEP), 96
Pre-service Teacher Education Program, 114
President's Advisory Council on Executive Organization, 112
President's Council on Sustainable Development, 313
President's Commission on Higher Education, report of, 39
President's Economic Council, 458

President's Task Force on Private Sector Initiatives, 175-176
Pressey, S.J., All

Preventing Reading Difficulties in Young Children (Catherine

Snow, M.Susan Burns, Peg Griffin), 212, 416-417
Pribbenow, Christine Maidl, 429
Price, Eddie, 320-321

"Primary Education Fetish" (John Dewey), 6

Primerica Foundation, 245

Prince Georges County Public Schools, 440

"Principles of Programming" (Robert Glaser), A13-16

Principles of Teaching Based on Psychology (The) (Edward Lee

Thorndike), 5
Pritchard Committee, 320-321
Pritchett, Henry S., 8
privacy, 138, 297, A21

"Private Acts/Public Policy: Alfred Kinsey, the American Law
Institute and the Privatization of American Sexual
Morality" (David Allyn), 49

private schools, 184. See also vouchers

privatization, of education, 202, 299-300, 305

"Privatization or Socialization?" (Cynthia Weatherly), 305

Procter & Gamble, 446

Profiles in Excellence: 1 982-1 983: Secondary School Recognition

Program: A Resource Guide, 180
Programmed Instruction, xxvi

programmed learning, 174. See also computer- assisted instruc-
tion

Programmed Learning: Evolving Principles and Industrial
Applications (Jerome P. Lysaught), 61, All-16

Programs that Work (National Diffusion Network), 130-131,
158n

Progress and Freedom Foundation, 179, 452n, A49

First Annual Meeting, 303
Progressive Education, 11, 22-23

Progressive Education Association (PEA), 11, 12, 20-23, 89

as a communist front, 14-15
Prohibition against Federal Control of Education, Section 432,

General Education Provisions Act (GEPA), 94-95
Project '81, 133, 144, 154
Project BASIC, 204-205
Project BEST, 170-171, A37-38

Project BEST: Basic Educational Skills through Technology, 67
Project BEST Dissemination Design Considerations, 170-171
Project Follow Through, 75-76, 150, 181. See also Follow
Through

Direct Instruction Models of, 181-182, 387, A91-93, A151
Project for the Republican Future, 377
Project INSTRUCT, 72, 81, 134-135, 203-204, 216-217
Project Read, 82-83

Project Stars (Students Taking Authentic Route to Success),
338

Projects to Advance Creativity in Education (PACE), 84, 96,
126

"Promising Theories Die Young," 223-225
Propaganda (Edward Bernays), 12
Prophet, Elizabeth Clare, 9

"Proponents of Mastery Learning Defend Method after Its

Rejection by Chicago," 227
Protection of Pupil Rights Amendment (PPRA), 124, 210-213,

243, 250

and Anita Hoge/Pennsylvania case, 348-349, A21
Protestantism, 32

"Psychiatry of Enduring Peace and Social Progress (The)"

(Brock Chisholm), 36, 42
psychological examinations, of students, 200
Psychology (John Dewey), 5-6

Psychology (Wilbert James McKeachie, Charlotte Lackner
Doyle), 75

Psychology Applied to Teaching (Robert Bienter), 99-100

"Psychology's Best Kept Secrets," A57-64

Psychosynthesis: A Manual of Principles and Techniques
(Roberto Assagioli), 73-74, 229, 264n

psychotherapy, 126

PTA (Parent-Teacher Association), 144

Public Education Religion Study Center, 419

"Public Service, Public Support, Public Accountability" (Ches-
ter Finn), 184

"Purposes of Assessment (The)," 407

Pursuing Excellence — A Study of U.S. Twelfth Grade Mathemat-
ics and Science Achievement in International Context:
Initial Findings from the Third International Mathemat-
ics and Science Study (TIMMS), xiv

Putting Learning First: Governing and Managing the Schools
for High Achievement, 352

"puzzle box," 4. See also computers; Skinner's "box"

Q

Quality Progress, 399
Quayle, Dan, 323, 388-389

"Quayle Backs Church-Government Partnerships," 389
Queens Aviation High School (New York), 330
Quenzer, Maria, 276

"Question of Effectiveness (A)," 419-420
Quigley, Carroll, 12-13

R

"Radical Theorist Takes His Message to the World," 237
Rahberger, Quint, 327

Index

1-37

Raja Yoga, 157-158

Randall, Ruth, 236, A42

Rand Corporation (The), A24, A43

Random House, 156, 197

Rand School of Social Studies, 8

Rappaport, Donald, 68

Rarick, John R., 15n

Raths, Louis, 21

Raven, Bertram, 67

Ravitch, Diane, 352, A128

Rayburn, Sam, 48

Re:Learning, 218, 332-333

Project of, 333-334
Rea, Stephen, 415

Reach for the Stars: A Proposal for Education Reform in Georgia

(Matthew J. Glavin), 285-287, 451n
Reader's Digest (The), 248
"Reader Rabbit" (reading program), 382
Reading Eagle/Times (The), 310, 334

Reading Excellence Act of 1998 (H.R. 2614), 66, 95, 236, 402,
429

and direct instruction, 117, 330
passing of, by Congress, 386-388
and phonics reading programs, 311
and Preventing Reading Difficulties in Young Children,
416

relying on Skinnerian method to teach reading, xxvii
as result of Becoming a Nation of Readers, 211-213
results of, A126-129

support from Right to Read Foundation, 182

and tutoring centers, 366
Reading/Literature Assessment (1979-1980), 177
Reading Mastery, A93-94, A151-152
Readings in Industrial Psychology, 23
"Ready, READ!" (Nicholas Lemann), 435-436
Reaffirmation of Faith in Maine's Public Schools (Margaret

Stubbs), 354-355
Reagan, Billy, 174

Reagan, Ronald, as Governor of California, 76, 200, A64
Reagan, Ronald (President), 161, 205-206

administration of, 91, 118, 237

and the "Industrial Policy Debate," 328

and Terrell H. Bell, 124-125, A39, A41

U.S. -Soviet Education Agreements, 30, 45, 229-230, A140

wish to abolish Education Department, A76
"Reaganomics," 205

"Real-Life School Eliminates Books," 383

Reason Foundation, 202

"Recipe for Educational Disaster," 448-449

"Recommendations for Delphi Discussion Groups," 92n

Recommendations on Adult Education, 196

"Red" China, 50, 149-150, 221, 398

Redenbach, Sandi, 420

Rediscovering the Mind of the Child (William E. Martin), 120
Red Star over China (Edgar Snow) , 104

Reece, Carroll, 47

Reece Committee, 46-48, 232, 239

Reed, Jack, 415-416

Rees, Nina Shikraii, 428-429

Reeves, Douglas, 420

"Regulated Competition in the United States," 183
Rehabilitation Commission, 384
Reid, Ethna, 80-81, 117, 228

and Exemplary Center for Reading Instruction (ECRI),

A91, A152
meeting with President Reagan, A156
and Preventing Reading Difficulties in Young Children,
416

Reid, Kathleen, 80
Reid, Shauna, 80
Reiff, Judith, 426

"Reign of Terror — Impressions of KERA" (Eddie Price),
320-321

Reinventing the Future: Global Goals for the 21st Century (Rush-
worth Kidder), 251-252
Reischauer, Edwin O., 83
Reisen, M.S., 104
Reisman, George, 274
Reisman, Judith, 39, 53n

Relations of Denominations to Colleges (Henry S. Pritchett),
8

religion, 2, 229

Religion and Education Partnership, 438
"Religion for a New Age (A)" (John Dunphy), 192-193
Religion, Values, and Peak Experiences (Abraham Maslow),
229

Religious Heritage of America, Inc., 419
Religious Right, 354
Rennie, John C, 344
Reno, Janet, 410, 434
Rensi, Ed, 344

"Reorganization of Government according to the Malcolm
Baldridge Award Criteria," 92n

Report from the State Committee on Public Education to the
California State Board of Education — Citizens for the
21st Century — Long-Range Considerations for California
Elementary and Secondary Education (John Goodlad),
88-89

Report of the Study, Title III, ESEA (Emory Stoof), 96
"Report on the Work toward National Standards, Assessments

and Certificates" (Diana M. Fessler), 369-370
Report to the President's Commission on School Finance, Issue

#9 ."Strategies for Change," 207
Report to the President's Commission on School Finance (School

for the Future: Toward Quality and Equality in American

Precollegiate Education), 106-107
Repository for Germinal Choice, 35-36
Republicans, 162, 205
Republic of Finland, 147
Republic of Greece, 147

1-38

Research Center for Group Dynamics, A60
Research Committee (The), 19

Research Committee on Recent Social Trends to Implement the

Planned Society, 17
"Researchers Leery of Federal Plans for Collaboration — Fear

'Cooperative' Link a Path to 'Intervention'," 236
Research for Better Schools, Inc., 69, 100, 127, 144, 150
Research on Instruction Team, 172
Resnick, Lauren, 177, 247, 330, A96, All 2
Resolving Social Conflicts (Kurt Lewin), A62
Reston, James, 67
results-based education, 159

"Results of the Use of Machines for Testing and for Drill upon
Learning in Educational Psychology" (James Kenneth
Little), A8

Revised Code (The), 3-4

"Revised Report of Population Subcommittee, Governor's
Advisory Council on Environmental Quality" (Michi-
gan), 101-104

Rhode Island College, 100

Rhodes Scholarship Fund, 12

Rice, Ken, 401

Rifkin, Jeremy, A167

Right- to-Read, 72. See also Direct Instruction; Exemplary Center

for Reading Instruction (ECRI)
Right to Read Foundation (RRF), 182, 197, A154
Riley, Richard, 216, 257, 298, 345, 350
and Diana M. Fessler, 403

and government plan to prevent school violence, 410
as Governor of South Carolina, 393-394
and National Issues in Education, 359
and Religion and Education Summit, 438
and sixth State of American Education speech, 447-448
and Together We Can: A Guide for Crafting a Pro-family
System of Education and Human Services, 439

Risinger, C. Frederick, 108-109

Rivero, Carlos, 447

Rivlin, Alice M., 76, 92n

"Road Map for Restructuring Schools," 270-271

Road to Revolution [KM. Heaton), 92n

Robinson, Phil, 224

Roche, George, 238-239, 364

Rochester Democrat and Chronicle, 219

Rockefeller, David, 141, 302, A96, A112

Rockefeller, John D., 7, 8, 9

Rockefeller Archive Center, 49

Rockefeller Brothers Foundation, 245

Rockefeller endowments, 5

Rockefeller Foundation, 19, 35, 40, 47, 152, 176

and Center for Educational Innovation, 299

control of education, 10, 11, 13

and Peter C. Goldmark, Jr., 376
Roe v. Wade, 388
Rogers, Carl, 115, 117, A40-41
Rogers, Laura, 301-302

Rogers, Spence, 420
Rogers, Tarenia, 331

Role of Psychiatry and Law (Manfred S. Guttmacher), 40
Role of the Computer in Future Instructional Systems, 67
Role of the School in the Community (Howard W. Hickey, Curtis

Van Voorhees), 85
role-playing, 132
Rollins, Sid, 100
Romney, George, 176
Roosa, Robert, 112
Roosevelt, Edith Kermit, 82-83
Roosevelt, Franklin (President), 12, 19
Roosevelt High School, 337
Root, Jane, 100
Rosenblatt, Roger, 351-352
Rosenthal, A.M., 390-392
Rose v. Council for Better Education, Inc., 263
Rossi, Rosalind, 366
Rouse, William B., 327
Rousseau, Jean-Jacques, 1, 2
Rowan, Brian, 37, 161, 201, A159-166
Rowan Gaither Lectures Series, 76
Rowe, Lawrence, 240
Royal Institute of International Affairs, 18
Rozynko, Vitali, 109
Rudd, Augustine G., A146
Rugg, Harold, 11, 12, 21, 31, 64
Ruopp, Faye, 396-397
Russell, Bertrand, 44-45
Russell, Herman J., 344
Russell, James Earl, 4
Russia, 10, 44, 221, 292-294

cooperating with America educationally, 266
implementing international education restructuring, 188
"Russia Is the Model Country of International Bankers and

Industrialists Administered by the United Nations

Headquarters in Geneva, Switzerland," 10
"Russian Teacher Reviews Work in SAD [School Attendance

District] 53" (Brenda Seekins), 345-346
Russinoff, Elisabeth, 232
Rutherford Institute, 401
Rutter, Michael, 189
Ruzzi, Betsy Brown, A96
Ryan, Carson, 11
Ryan, Charles J., 128
Ryan, Kevin, 219-220, 264n, 312

Center for the Advancement of Ethics and Character, 351,

421

Ryskind, Allan, A129

s

Safe and Drug Free Schools Conference, 410

Index

1-39

SAFE Learning Systems, 92n, A27
Salamon, Lester M„ 287-288, 377, A46
"Salem-Keizer Test Scores Fall," 400
Salser, Carl W., 98
Salte, Andrew, 49
Sandberg, John H., 153-154
San Diego City Schools, 440
Sanford, Terry, 73

Santa Ana Unified School District, 433-434
Santer, Jacques, 359-361

Savannah-Chatham County Youth Futures Authority, 441

Save the Children International, 416

Sawhill, Isabel, A46

Sayare, Mitchell, 344

Sayer, George Jack, 158n

Sayre, Wallace, 59

Scanlon, Robert G., 68, 100, 127

Schaeffer, Francis, xxvi, 123, 185-186, A130

Schafer, William Donald, 242-243

Schlafly, Phyllis, 124, 158n, A131

Schlesinger, Arthur Jr., 13

Schmidt, Benno C, 297-298

Schmitt, Bernadotte, 12

Schmitt, Clara, A62

Schmitt, Marshall L., 57

Scholastic Achievement Test (SAT), 216, 364

School's Out: A Radical New Formula for the Revitalization

of America's Educational System (Lewis J. Perelman),

139, 179, 303, A49
School Bell, 145-146

school board members (elected], role of, 165, 364-366
school choice, xxvii, 458. See also vouchers

in Hong Kong, 380

increasing amount of, 374-375
School Climate Profile, 199
School Counselor (The), 145, 203

"School Effectiveness and Implications for Secondary School

Improvement" (Alan Cohen), 173
School Effectiveness Training Network (SET/Net), 238-239
"School Exams Likely to Have Russian Origin," 334
"School Improvement," 173

Schooling and Technology, Vol. 3, Planning for the Future: A
Collaborative Model, An Interpretive Report on Creative
Partnerships in Technology — An Open Forum (Dustin
H. Heuston), 213
Schooling for a Global Age (James Becker), 151, 162
Schooling in the United States (John Goodlad, M. Frances Klein,

JerroldM. Novotney), 119-120
School-Linked Integrated Services Study Group, 440
School of Darkness: The Record of a Life and of a Conflict

between Two Faiths (Bella V. Dodd), 53n
"School Officials Upset by New State Plan," 234
School of the Future of El Centro Familiar Office of the Family

Service Center (Houston, Texas), 441
"School Plan Skips over the Basics", 361-362

"Schoolroom Shuffle: Trailing in Education for Years, Kentucky
Tries Radical Reforms — Grades 1 through 3 Become One
Class with No Texts, Desks, or Report Cards — Some Par-
ents, Principals Balk" (Suzanne Alexander), 304-305

schools

charter, 290, 336, 352, 362-363

climate of, 199

essential, 344-345

families in, 345

inner city, 362-363

magnet, 155, 317, 448

model, 251

as social rather than individualist, 6

state takeover of, 298
"Schools: Into the Future," 336-338
"Schools Can Offer Health Services," 154-155
"School Site Management" (Lawrence C. Pierce), 136-137
"Schools Learn Lessons in Efficiency from Business,"

398-399
"Schools of the Future," 263
"Schools to Try New Program," 111
"School System of the Future" (Paul Brandwein), 78
School-to-Career. See school-to-work
School-to-Career Academy Conference, 413-414
school-to-work, 286, 301, 448

criticisms of, 370

Diana M. Fessler's opposition to, 403-405
"Governor with Principles Would Reject School-to- Work,"
430

improving ease of transition into work, 425

"Leading Business Executives Create Council to Promote

S-T-W Programs," 344
in magnet/charter schools, 317
in Maine, 271-272, 355

and National Institute on Career Majors, 424-425

polytech system, 94, 272, 317

programs with, 338

and Russia, 251, 345-346

"School-to-Work Academy: A 'Model' for Chaos,"
412-413

suggestions for implementing, 245-247, 266-268, 406

in Texas, 383-385

and Together We Can, 443

in Wisconsin, 437
"School-to-Work Academy: A 'Model' for Chaos" (Christine

Burns), 412-413
School-to-Work Career Inventory and Assessments, 414
"School-to-Work Gets Poor Grade in Study" (Mark Shrug,

Richard Western), 437
School-to-Work Opportunities Act, 304, 428, A74, A126

history of, 357-359

and Learning for Life, 389-390

in Oregon, 336-338

passing of, by Congress, 317
School-to-Work Revolution (The) (Lynn Olson), 271-272

1-40

School-to-Work Transition in the United States: The Case of the
Missing Social Partners — A Report of the Governance
and Finance Team of the Comparative Learning Teams
Project (Robert W. Glover et al.), 326-327

Schrag, Peter, A146

Schroeder, Lynn, 156-158, 426-427

Schultz, William, 115

Schultze, Charles L., 83

Schuster, Donald, 427

Schutz, Mary, 399

Schwartz, Judah, 382

Schwartz, Robert, A96

Schwarz, Gretchen, 354

Science (magazine), A8

Science, "metaphysical explanations," 122

"Science and Common Sense," 122

Science and Human Behavior (B.F. Skinner), 28, 48, 53n,
77-78

Science of Learning and the Art of Teaching (The) (B.F. Skin-
ner), 60, A8

"scientific pedagogy." See also Outcome-Based Education

Scott, F. Eugene, 327

Scott, Mark, 327

Scott, William E., 21

Sculley, John, 302, A72, A96, A112

Search Technology, Inc., 327

Second Annual Model Schools Conference, 330

and High Schools That Work, 307-308

synopsis of, 334-336
Secretary's Commission on Achieving Necessary Skills (SCANS)
(U.S. Labor Department), 83, 147, 286, 451n, A48

creation of committee, 266-268

National Skills Standards Board, 304

and new approaches to assessment, 330

student resumes, 294

and Thomas Sticht, 215, A155
Secret Records Revealed: The Men, the Money and the Methods

Behind the New World Order (Dennis Cuddy) , 6n
Secular Humanism, 22

Secular Humanism and the Schools: The Issue Whose Time Has

Come (Onalee McGraw), 21-22
Seekins, Brenda, 345-346
Seguin, Edouard, 8

self-esteem education. See character education
self-hypnosis, 132, 248
self-revelation, 207-208
Selleck, Tom, 351

semantic deception, xvii, xviii, 447

Semenov, Alexey, 250-251

Senate Armed Services Committee, 376

Senate Journal Resolution #214 (U.S.), 101-104

Senate Republican Policy Committee on Illiteracy (U.S.),

284-285
Senese, Donald, 169-170, 191
Senge, Peter, 310

"Seniors' Church Attendance," 279-280

sensitivity training, 107-108, 126, 131-132

"Separation of School and State: Why We Cannot Sign" (Lynn

and Sarah Leslie), 176, 452n
Serageldin, Ismael, A51

"Service Learning Projects Match Students with Needs in the

Salem-Keizer Community," 346-347
"Seven Cardinal Principles Revisited (The)," 140-141
Seven Intelligences (Howard Gardner), 340-341
sex education, 20, 98, 132, 145, 360-361

and The Change Agents' Guide to Innovation in Educa-
tion, 280
and Mathtech, Inc., 443
negative effects of, 203
"Sex Education — Student Syllabus No: 216786, correlated
with M.I. P. 180800" (Lester A. Kirkendall, Ruth F.
Osborne), 98

Sexual Behavior in the Human Female (Alfred C. Kinsey), 48
Sexual Behavior in the Human Male (Alfred C. Kinsey), 28,
39-40, 48

Sexual Habits of American Men: A Symposium on the Kinsey

Report (Albert Deutsch), 39
Shalala, Donna, 439

"Shamanistic Rituals in Effective Schools" (Brian Rowan), 201,

264n, A159-166
Shane, Harold, 128, 139-140
Shanker, Albert, 81, 236, 256, 301, A130

as President of American Federation of Teachers (AFT),

A128

Reach for the Stars: A Proposal for Education Reform in
Georgia, 285
Shannon, Thomas, 290

Shaping Educational Policy (James Conant), 73, 210
Shaw, Peter, 307-308
Sheehan, Geralyn, 439
Shepardson, Whitney, 12
Shields, Dorothy, 177

"Shocking Beliefs behind Educational Strategic Planning (The)"

(Michael Jacques), 353
"Shocking U.S. Agreements to Let Soviet and Red Chinese

Educators Indoctrinate America's Children," 230
Shreveport Journal (The) (Louisiana), 95-96
Shrug, Mark, 437

Shulman, Lee, 79-80, 235, 371, A153
Siegelman, Jim, A146
Siemens Corporation, 344
Silber, John, 418
Silber, Kenneth, A3 5

Silicon Snake Oil: Second Thoughts on the Information Highway

(Clifford Stoll), 382
Simonds, Robert L., 343, 347-348, 350
Sinclair, Robert, 100
Sinclair, Upton, 8
site-based management, 85
Sitte, Margaret, 348-349

Index

1-41

situation ethics, 132

Size-more, Barbara, 362-363

Sizer, Theodore, 24-25, 141, 218, 226, A43

and Coalition of Essential Schools, 344-345
Skills and Tasks for Jobs: A SCAMS Report for America 2000,

A134
skills standards, 304

Skinner, B.F. (Burrhus Frederic), 3, 13, 61, 146, 217. See also
Direct Instruction; Mastery Learning; operant condition-
ing; Outcome-Based Education

B.F. Skinner: The Man and His Ideas, 77-78

behavioral theories, 122, A12-16

Beyond Freedom and Dignity, 109, 185-186, A26

and computers, 88, 319, 381

and Direct Instruction, 75

education theories, 196-197

extent philosphies have spread, 447

functions of government, 306

How to Teach Animals, 80

at Indiana University, 35

influences on others, xxvi, 269, 303

Man: A Course of Study (M:ACOS), 114-115

man and environment, beliefs of, 185-186

and Programmed Instruction, xxvi

programmed learning, beliefs of, 99-100

The Science of Learning and the Art of Teaching, 60, A8

Technology of Teaching, 81-82

and Walden Two, 28, 35, 40-42, 283, A146
Skinner's "box" (computer), 69, 88, 319, A124-125, A128
Skinner's Reading Program, 197

"Skinner's Teaching Machines and Programming Concepts,"
A8

Skinnerian methodology, 4, 69, 94
and evolution, 223

as model for educational accountability, 192

and results-based education, 159
Skocpol, Theda, 372
Slavin, Robert, 224-225, 420, 435-436
"Smartcards Project Forum," 411
Smith, Eugene R., 21
Smith, Frank, A57, A64
Smith, George W., 146
Smith, Marshall, A96
Smoot, Dan, 92n
Snow, Catherine E., 212, 417
Snow, Edgar, 104
Snowe, Olympia, 272

"Social and Philosophical Implications of Behavior Modifica-
tion (The)," 109
"Social Contract," 2

Socialist Federal Republic of Yugoslavia, 147
Socialist Republic of Czechoslovakia, 147
Socialist Republic of Rumania, 147
socialists, 64

(collectivist) system of, 7

and America, 24
party of, 23
state of, 148

world government of, 205
Social Science Research Council, 18

"Social Studies (The): A Revolution Is on — New Approach
Is Questioning, Skeptical — Students Examine Various
Cultures," 108-109

Social Studies Horizons, 275

Society for Accelerative Learning and Teaching (SALT), 427
Society for Effective Affective Learning (SEAL), 427
Socratic method, 67, 226, A7
Soholt, Sylvia, A70
Solzhenitsyn, Alexander, xiii, 339

"Some Responses to the Literacy Problem" (Willard Daggett),
196

Soros, George, 395, 452n

Source-Book for New Ways of Thinking in Education: A U.S.-
Soviet Guide, A138
South Carolina, 172, 291

"South Carolina Takes to Heart Coach's Shot at 'Horrible'

Schools," 393-394
Southeast Asia Treaty Organization (SEATO), 66
Southern Education Board (SEB), 9
Southern Education Foundation, 399
Southern Illinois University, 252
Southern Living, 27 A

Southern Regional Education Board (SREB), 187-188, 307
South St. Paul Public Schools, 131-132
Soviet Academy of Science, 30, A137, A139
Soviet Central Committee, 241

Soviet Challenge to America [The] (George Counts), 18-19
Soviet Education Programs: Foundations, Curriculums, Teacher
Preparation (William K. Medlin, Clarence B. Lindquist,
Marshall L. Schmitt)), 57-58
Soviet Preschool Education (Henry Chauncey), 79
Soviets in the Classroom: America's Latest Education Fad

(Charlotte Iserbyt), 46, 261-262, A136-142
Soviet Union, 134, 136, 150, 161, 227-228
patriotism of, 58
psychiatry of, 49
Spady, William, 125, 134, 141, 160, 183, 240

address to ASCD High School Futures Planning Consortium

III, 284-285
association with Willard Daggett, 407
Choosing Outcomes of Significance, 354
"Competency-Based Education: A Bandwagon in Search of

a Definition," 134-144
debate with Michael Farris, 438

"Ensuring the Success of All Students Today for Tomorrow's
Changing World," 272

Far West Laboratory [for Educational Research and Develop-
ment], 215-217, 218

functions of mastery learning, 182

High Success Network, 322, 335, 343

1-42

and Mastery Learning, 331

National Institute of Education (NIE), 147

and Outcome-Based Education (OBE), 37, 181, 193, 201

Project BEST, 171

and Robert Simonds, 343, 347-348
Spatz, Don, 310
Spayd, Elizabeth, 268-269

SPEEDE ExPress (Exchange of Permanent Records Electroni-
cally of Students and Schools), A47, A84
Spencer, Carl, 204
Spencer Foundation, 152
Sperling, Gene, 458
Spring, Bill, A96
Sputnik, 53
Squires, Geoffrey, A35
St. Louis Career Academy, 412-413
St. Mary's University, 299
St. Paul Pioneer Press, 422

"Stabbed in the Back on the Fourth of July" (Dan Smoot), 67
Stachowski, Ernest, 420

Staff Data Handbook: Elementary, Secondary, and Early Child-
hood (1994), 406, A81
"Stages of Moral Development," 130-131, 421
Stalin, Josef, 12

Standardization of Postsecondary Education Electronic Data

Exhcange (SPEEDE), 306
standardized tests, 234, 402, 432-433
standards

national, 329
performance, 329
"Standards for Ohio Schools: Coming Together to Build a Future

Where Every Child Counts," 369-370
Standard-Times (The) (New Bedford, Massachusetts),

395-396

Stanford, Gene, Steps to Better Writing: A Systematic Approach

to Expository Writing, 158
Stanford Research Institute, 141
Stanford University, 99, 182, 241, 441, A24

grant from Carnegie Foundation, 235
Stanton Elementary School, 305
Star-Ledger (Newark, New Jersey), 427-428, 430-431
State Capacity Building, 171

State Department Publication 72 77: The United States Program
for General and Complete Disarmament in a Peaceful
World, 65

"State Education Chief Pushes Revolutionary Plan for the

Nation," 242-243
State Health Education Program (SHEP), 175
"State of Education Criticized — Nonprofit Organization Hired at

Former Governor's Urging Pinpoints Weaknesses within

Ohio's Academic System," 445-446
State of Kentucky's Education Reform Commission, 166-167
"State of Pre-college Education in Mathematics and Science,"

182-183

"State Ranking of Schools Sure to Rankle: Many Area Dis-

tricts Are Scoring Very Poorly in Statewide Evaluation,"
446-447
state regulation of schools, 146

"State Role in Global Education Resource Guide under Review,"

276
states, list of

involved in character education, 351

Southern, 307

Statesman Journal (The) (Oregon), 346-347, 400, 408-409
State University of New York, 351

"Status of Internationalization of Education" (Charlotte Iser-

byt), A126-131
Stefansen, Jim, 116
Steiger, Fritz, 299
Steinberg, Jacques, 280
Steiner, Jesse F., 24
Steiner, Rudolph, 9
Stenehjem, Robert (Bob), 348-349
Step by Step program, 394-395
Stephen Rea v. Ohio Department of Education, 415
Steps to Better Writing: A Systematic Approach to Expository

Writing (Gene Stanford), 158
Stern, David, 429
Stevens, William, 108-109
Stewart, Donald, A46

Sticht, Thomas B., 146-147, 215-216, A155

and career passports, 268

and Mastery Learning, 331
Stimson, Henry, 12
St. Louis Globe-Democrat, 234
Sr. Louis Metro, 415-416
Stoll, Clifford, 382

Story of the Eight-Year Study (The) (Wilford M. Aikin), 20-21
"Strategic Learning Conference: A Tool Kit to Power Business

Performace (1999)," 447
Strategic Learning Model, 447
strategic planning, 353

"Strategic Planning and Furthering Excellence in Millard Public

Schools" (Nebraska), 194
Strohmeyer, Jeremy, 29
Structured Learning, 81
Strum, Jerome, 383
Stubbs, Margaret, 354-355

Student Data Handbook: Elementary, Secondary, and Early
Childhood (1994), 406, A81

students, xiii-xiv, 281-284

Students for a Democratic Society, 111

Students Recycling Used Technology (STRUT), 408-409

Student Team Learning, 226, 233

Study of Schooling (The) (1973) (John Goodlad), 397

Study of Schooling in the United States (A) (1979) (John Good-
lad), 119, 151-152

Stall Bill, (AB 293), 76, 107-108

Stupski, Lawrence J., 344

Subversive Influence in the Educational Process: Hearings before

Index

1-43

the Subcommittee to Investigate the Administration of
the Internal Security Act and Other Internal Security
Laws of the Committee on the Judiciary: United States
Senate, 45

"Success Eludes 10-Year-Old Agency," 118, 192
Success for All, 435-436

"Success with Coalition Reforms Seen Limited in Some

Schools" (Debra Viadero), 326
"Suggestions for Holding a Local Assembly on National

Goals," 60

Suggestive Accelerative Learning and Teaching (SALT), 340
Suggestology, 156-158, 340
Summit Christian Academy, 222-223

Superlearning (Sheila Ostrander, Lynn Schroeder, Nancy
Ostrander), 156-158

Superlearning 2000 (Sheila Ostrander, Lynn Schroeder, Nancy
Ostrander), 426-427

"Survey of Former Pasco, Washington Teachers Gives Out-
comes-Based Education Insights," 356

"Susan Kovalik's Integrated Thematic Instruction," 339-341

"Suspicions about the Statewide Tests" (Jeff Jacoby),
392-393

Sustainable America: A New Consensus for Prosperity, Opportu-
nity and Healthy Environment for the Future, 313
Sutter Health Systems, 327
Sutton, GenYvette, 322-323
Suyin, Han, 104
Svengalis, Cordell, 275-277
Swarthmore College, 12
Sweet, Robert, 182, A154
Swift, Josephine, 109
Swift, Kenneth, 109
Sylvan Learning Centers, 331, 366
Sylwester, Robert, 341
Syracuse University, A24

Systematic Approach for Effectiveness (SAFE), 217, A27-28
"Systematic Thinking for Social Action," 76
Systems Analysis for Educational Change: The Republic of
Korea, A30

T

Taba, Hilda, 21, 115, 117, 208

Tactics for Thinking (Robert Marzano), 248-249, 261, 264n,
312-313, 419

"Tactics for Thinking Attacked in Washington, Indiana,"

248-249
Tactics Trainer's Manual, 249
Tagaart, Robert, 273

Taking Religion Seriously (Charles Haynes), 418-419
"Taking Technical Assistance on the Road," 394-395
Talking with Your Child about a Troubled World (Lynne
Dumas), A174

"Tama Story (The): Educational Tyranny in Iowa," 254
Tannebaum, Abe, 197
Taoism, 22

Target Teaching Approach (Madeline Hunter), 226

Task Force Report on Effective Schooling to the Honorable Jay

S. Hammond (Alaska), 173
Taubman, Al, 344
Tavistock Institute, 411-412
tax-exempt foundations, 176-179, 232, 372
"taxonomy," A113-121

Taxonomy of Educational Objectives: The Classification of
Educational Goals, Handbook II, Affective Domain
(Benjamin Bloom, David Krathwohl, Bertram Massie),
29, 52-53, 65, 69, 187, A22, A89, A113

Taylor, Frederick Winslow, 435-436

Taylor, Ray, 409

Taylor, Robert, A35

Teacher's Handbook (The) (American Institute for Character
Education), 229

teacher accountability, 4

teacher behavior modification, 114-117

Teacher Development Pre-Service Model of Excellence Initia-
tive, 425

teacher education, 293

for Carnegie-Mellon University, 153

Teacher Education Conference (22nd Annual), 88

Teacher Preparation Experienced Systematically, 90

"Teachers Are Recycled," 107-108

Teachers' College. See Columbia Teachers' College

"Teachers' Group to Develop New Curriculum" (Karel Hol-
loway), 222-223

"Teachers Influence Studentss Values through Writing Assign-
ments," 223

"Teachers Taught to Be Agents of Social Change'," 126

Teacher Training Manual, A153

"Teaching about Religion," 419

Teaching as a Moral Craft (Alan Tom), 214-215

"teaching machines," A7-8, A12-16

"Teaching Machines and Human Beings" (John W. Blyth),
A9

Teaching Machines and Programmed Learning: A Source Book

(A.A. Lumsdaine, Robert Glaser), 60, A7-10, A13
Teaching Models, 233
"Teaching Politics," 370-371
teach to the test, 4, 159, 326, 396-397
Teach Your Child to Read in 100 Easy Lessons, A151
"techademics," 308, 449

Technical and Professional Skills Standards, A105
Technical Assistance Network, 443
technology, 128, 138, 187, 213

"Children, Computers, and Education," 250-251

in classrooms, 419-420

Special Committee on Instructional Technology Report
(NEA), 174
Technology of Teaching (B.F. Skinner), 81-82

1-44

Teheran conference, 12
Tempus, Kent, 253
Ten Commandments, 21-22
Tennessee, 144

Tennessee v. John Thomas Scopes (Scopes Monkey Trial), 13
Terman, Lewis M., A61

"Test Board Tackles Secrecy Stigma" (Jeff Olson), 349
tests, 159, 432-433, A154, A164-165
Texas, 124, 144

Texas Alternative Document (TAD), 417
Texas Association for Supervision and Curriculum Develop-
ment, 227

Texas Christian Alert Network (TCAN), 383-385

Texas Education Agency, 105, 178, 384

Texas Objectives for Total Academic Learning (TOTAL), 227

Texas Study of Adult Functional Competency, 183

Texas Workforce Commission, 384

T-Group Training, 132

Thatcher, Margaret, 358

That Hideous Strength (C.S. Lewis), 37

T.H.E. Journal, 250-251

Thelen, Herbert, 114

"Theobold's Eight Driving Forces," 272

Theosophical Publishing House, 9

"There Has Been a Conspiracy of Silence about Teaching: B.F.
Skinner Argues that Pedagogy Is Key to School Reforms"
(Susan Walton), 196-197

"Thief of American Individualism (The) : Total Quality Manage-
ment and School-to-Work" (Tim Clem), A132-135

Third Wave (The) (Alvin Toffler), 180

Thirty Schools Tell Their Story: Each School Writes of Its Par-
ticipation in the Eight-Year Study, 21
"33 Religious Groups Join Riley in Seeking Greater Family Role

in Schools" (Robert C. Johnston), 345
Thomas, Augustus, 13-14
Thomas, Clarence, 15n, 243
Thomas, Donald, 188, 189, 256-257, 394, 451n
"Education 90: A Framework for the Future," 275
The Empowered Educational System for the 21st Century —
Establishing Competitiveness, Productivity, Accountabil-
ity and Equity in South Carolina Education, 306-307
visit to Russia, 290-291
Thomas B. Fordham Foundation, 385

Thomas Jefferson Research Center (TJRC), 228-229, 375,
389

Thom McAn Shoe Company, 344

Thompson, Mary, 110-111

Thompson, Tommy, 300

Thompson, William Boyce, 10

Thoreau, Henry David, 41

Thorndike, Edward Lee, 5, 13, 14-15, 75, 89

Thousand Days (A) (Arthur Schlesinger Jr.), 13

"Three Kinds of Knowledge," 224

Tiananmen Square, 262, 391, A141

Tibetan Book Fund, 51

Time (magazine), 32, 104, 299

Time for Results: Governors' Report on Education, 239

"Time to Overhaul the Elementary and Secondary Act of 1965"

(Nina Shikraii Rees), 428-429
Time-Warner, 297-298
"To B.F. Skinner and James G. Holland," 109
Toch, Thomas, 73, 209-210

Today's Education (National Education Association), 81, 92n,

140-141, 172, 182
Toffler, Alvin, 128-129, 179, 180, 303, A49-50
Toffler, Heidi, 303

Together We Can: A Guide for Crafting a Pro-family System of

Education and Human Services, 439, 447-449
Toledo, Alejandro, 99

Tomorrow's Educator: An Alternative to Today's School Person

(Ron Barnes), 181
"Tomorrow's Technology in Today's Schools" (Dexter Fletcher),

174

"To OBE or Not to OBE?" (Marjorie Ledell), 322
Torcaso v. Watkins, 22
Torkelson, Gerald, A35

To Secure Our Future: The Federal Role in Education (NCEE),
A73

"Total Educational Governance System for Lifetime Learning,
Structural Features and Highlights," 167

"Totalitarian Data-Gathering System Prepared by U.S. Depart-
ment of Education" (Samuel Blumenfeld), A81-89

"TOTAL Presentation Set for Educators," 227

Total Quality Education (TQE), 283

Total Quality for Schools: A Suggestion for American Education

(Joseph C. Fields), 305-306
Total Quality Management (TQM), xvi, 88, 119, 124-125, 451n,
A41. See also Management by Objectives (MBO); Plan-
ning, Programming and Budgeting System (PPBS)
based on operant conditioning, 269
and ISO 9000, 399
need to denounce, 457
and W. Edwards Deming, 283
Toward a New Sustainable Society: An Economic, Social, and
Environmental Agenda for Our Children's Future (James
Garbarino), A167-176
Toward a Soviet America (William Z. Foster), 17, 19
Towards a Conceptual Model of Life-Long Education, 98
Toward World Understanding, 44

Transatlantic Co-operation in International Education: Projects
of the Handswerskammer Koblenz with Partners in the
United States and in the European Union (Karl-Jurgen
Wilbert, Bernard Eckgold), xx

"Transforming American Education: Reducing the Risk to the
Nation," 233-234

transpersonal psychology, 74

Traverse City Record-Eagle, 284-285

Tremaine, M. Maxine, 10

Tri-Cities Foundation for Academic Excellence (TFAE), 355
Tri-City Herald (The), 401

Index

1-45

Tri-County Course Goal Project, 107, 167-168, 238-239
Trilateral Commission, 232

Triumphant Democracy or Fifty Year's March of the Republic,
358

Tri-University Project, 90

Trohanis, Pat, 394-395

Trotman, Alan, 344

Trotter, Andrew, 419-420

Truman, Harry (President), 28, 38, A129

"Truth about How We All Have Been Had (The)" (Charlotte

Iserbyt), A150-156
"Truth behind Outcome-Based Education (The)" (GenYvette

Sutton), 322-323, 451n
"Trying to Catch Up on Their Reading: Tutors Find What

Students Miss," 331
Tuchman, Barbara, xx
Tucker, Marc, 83, 161, 218

and Human Resources Development System, 279, A71-80

and letter to Hillary Rodhman Clinton, 452n

and "National Alliance for Restructuring Education:
Schools — and Systems — for the 21st Century," A52-56
and National Center on Education and the Economy (NCEE),
271, 327, 355, A112

and new approaches to assessment, 330

and school-to-work, 411-412

socialist workforce agenda, 302
Tuition Tax Credits: A Responsible Appraisal (Barbara M.

Morris), 184
Turkle, Sherry, 382
"21st Century Report Card," 284-285
2020 Newsletter (The) (IMTEC), 260-261
Tyler, Ralph, 21, 72, 141, 152, 169
Basic Principles of Curriculum and Instruction, 43

and Center for Advanced Study in the Behavioral Sciences,
69, A22

Crucial Issues in Testing, A48

"father of education assessment," 89

"Investing in Better Schools," 83

"Purposes of Assessment (The)," 407
Tyler Morning Telegraph (Texas), 227
Tyson, Harriet, 400-401

u

Ulam, Adam, A137
Umans, Shelly, 110

"Understanding Outcome-Based Education" (Jerry L. Had-
dock), 367-368

"Unfolding of an International Partnership: A Story of Russia

and the U.S. (The)" (Beau Fly Jones), 309
uniforms, for public schools, 334
Union Carbide Corporation, 189

Union Now: The Proposal for Inter-Democracy — Federal Union

(Clarence Streit), 357
Union of Soviet Socialist Republics, 147
United Nations Convention on the Rights of the Child,

433-434

United Nations, 65-66, 97, 191, 195, A126

United Nations' University for Peace, 283

"United Nations and Alternative Formulations — the Hard Road

to World Order (The)," 80
United Nations Charter, 34
United Nations Children's Fund (UNICEF), 270
United Nations Conference on International Organization,

12, 27, 38

United Nations Development Program (UNDP), 270
United Nations Educational, Scientific, and Cultural Organiza-
tion (UNESCO), 39, 62, 156, 171, 191

agenda in the United States, 316

and conference in Maine, 409

Convention against Discrimination, 57

coordination of school-to-work programs in schools, xix

education curriculum of, 66

Foundations of Lifelong Education, 141-142

International Bureau of Education, 13, 162

International Standard Classification of Education (ISCED-
COM.75/WS/27), 138-139

and lifelong learning, 98, 183, 352-353

and mastery learning, 198, A127-128, A156

and Reach for the Stars: A Proposal for Education Reform
in Georgia, 287

role in transformation of education, 346

and Ronald G. Havelock, A66

work with Global Alliance for Transforming Education
(GATE), 283

and World Conference on Education, 269-270, 283
United Nations Peace Force, 66
United Parcel Service, 333

United States Arms Control and Disarmament Agency, 65-66
United States Coalition for Education for All (USCEFA),

289-290, 308-309
U.S. Coalition for Education for All: A History, 321
United States Conference of Mayors, 77
United States Freedom of Information Act, 415
United States Information Agency (USIA), 11, 231, 359-361,

A140

United States-Soviet Agreements. See U.S. -Soviet Education

Agreements
United States Supreme Court, 95

United States-Ukraine Awards for Excellence in Teaching,
419

United Way of America, 175-176, 202, 376
University of Alabama, 351
University of Auckland (New Zealand), 99
University of California, 205, 227, A82, A139

at Berkeley, 76, 429

at Los Angeles, 60, 151, 152, 417
University of Chicago, 5, 141, 165

1-46

University of Georgia, 88, 193, 198, 425
University of Havana, 136
University of Illinois, 76, 149, A24
University of London, 99
University of Maine, 431

University of Maryland (Baltimore County), 251
University of Maryland (College Park), 371, 376
University of Massachusetts, 100, 101
University of Michigan, xvi, 75, A60, A66
University of Minnesota, 311
University of North Carolina, 394-395, 418
University of Notre Dame, 141
University of Oregon, 212, 417
University of Otago (New Zealand), 98
University of Pennsylvania, 223, 417

National Center on Adult Literacy, 290
University of Pittsburgh, 3, 60, 417, A12

Learning Research and Development Center, 68, 330, 382,
417, A112

University of Rochester (New York), 101
University of Texas, xx, 133, 191, 417, A112
University of Victoria (Canada), 382
University of Virginia, 254
University of Washington, 90
University of Wisconsin, 327

Center on Education and Work, 429-430

at Madison, 429-430

at Milwaukee, 437
UNUM Corporation, 344
Urban, Wayne J., 3-4
Urbanski, Adam, A112

"U.S. and Soviets to Share Insights on Computers" (Fred M.

Hechinger), 230
"U.S. Announced Exchange Programs," 419
USA Today, 398, 422-423

U.S. Coalition for Education for All: A History, 321
"USIAs Grants Go to Schools in NAFTA Nations," 315-316
"U.S. Plan to 'Take Over' Grade Schools Intimated" (John

Steinbacher), 90-91
U.S. -Soviet Education Agreements, 11, 30, 53, 104, 241

activities associated with, 264n, 309

details of, 261-262

renewal of, 258

results of, 290, 419

and Robert Morris, 45-46

signing of, 229-230
U.S. -Soviet Textbook Study Project, A139
Utah, 161, 174, 201, 316
Utah Education Association, 125, A41
Utah Grant, 215-217, 218

"Utah Perspective on the National Education Goals (A) " (David

E. Nelson), 316
Utah School Boards Association, 422-423
Utah State Office of Education, 316, 421

V

values

clarification of, 132

education, school-based, 88, 258-260, 312

teaching of, 184-185

writing, use of to clarify, 222-223
Vanderbilt University, 202, 298, 377
Van Voorhees, Curtis, 85
Veatch, Jeannette, 81
Venn, Grant, 128-130
Verbal Behavior (B.F. Skinner), A57
Verity, C. William, 176
Veterans Education, 384
Viadero, Debra, 326
Victor-Bostrom Fund, 104

"Viewing Reform Partnerships as Big Brother's Intrusion"

(Charlotte Iserbyt), 338-339
Villas, Paul, 361-362
violence, 423

plans for prevention, 410, 448, 453n

in schools, 29, 275, 406
Virginia, 144, 316

Vision of the Future (A) (Mortimer Adler), 280
Visions, A47, A49
Vitality, 370

vocabulary, as indicator of intelligence, 105-106

vocational education, A77-78

"Vocational Project Lauded," 408-409

Vogeler, Robert, 49, 50

Voinovich, George, 446

Volkman, Barbara, 339-341

VOLUNTEER, 202

Vonnegut, Kurt, 66

Vorontsov, Albert, 279

vouchers, 299, A50

Vygotsky, Lev S., 324-326, A59-63

w

Wagner, Daniel, 290

Wagner, Robert F, A35, A112

Wagner, Timm, 344

Walberg, Herbert J., 169

Walbridge Caring Communities Program, 441

Walden Two (B.F. Skinner), 28, 35, 40-42, 283, A146

Walker, Charles R., 334

Wall Street Journal (The), 298

"Acclaimed Reforms of U.S. Education Are Popular but
Unproven — Ted Sizer's Methods Stress Reasoning over
Rote: Gains Aren't Measurable — Ambiguity and Faculty
Battles," 344-345

Index

1-47

"And You Thought American Schools Were Bad," 244,
359

"In Littleton, Colorado, Voters Expel Education Faddists,"
318

"Schoolroom Shuffle: Trailing in Education for Years,
Kentucky Tries Radical Reforms — Grades 1 through
3 Become One Class with No Texts, Desks, or Report
Cards — Some Parents, Prinicpals Balk," 304-305

Walsh, Kevin, 351

Walter D. Cocking Lecture, 164

Walton, Susan, 196-197

Wanderer (The), 82

Ward, Frederick Champion, 128

Ward, Jack, A27

Warder, Michael, A140-141

"Ware Students Are Drawn to Swampy Experiment: Magnet
School Makes Okefenokee Its Lab," 317

Warner, Carolyn, 192

War on Poverty, 197

Washington, D.C., 172, 144

Washington Post (The), 13, 146, 205, 268, A155

"China Orders Manual Labor for Students: Beijing Moves

Again to Control Citizenry," 262
"Competency Tests Set in 26 Schools," 215-216
"Industrial Policy Urged for GOP," 328, A51
"Trying to Catch Up on Their Reading: Tutors Find What

Students Miss," 331
"Tying Professional Pay to Productivity," 268-269

Washington Times (The), 216, 262, 315-316, A137
"Ahem, about those 100,000 new cops...", 444-445
"Character Education Catching on at Schools — Respect,

Responsibility Emphasized," 421-422
"Classroom Brain- Watchers?", 409-410
"Congress to Expand Education Savings," 401-402
interview with Michael Farris, 437-438
"New Tack Taken on Religion in Schools: Group Seeks End

to Secular Bias," 418-419
"Panel: Make Education Career-Focused," 402
"Real-Life School Eliminates Books," 383
"Why the Education Department Must Go," 350

Watson, Goodwin, 21

Watson, John B., 99-100, A58, A123-125

Watson, Thomas J., 35

Wayne State University, 382

Wealth and Poverty (George Gilder), 303

Weatherly, Cynthia, 305, 317-318, 452n, A44-51

Webber Energy Fuels, 431

"Week in the Subway as Cultural Exchange" (Jacques Stein-
berg), 280

Weight of Glory and Other Addresses (The), 158n
Weil, Marsha, 114-117, 208
Weinberger, Caspar, 205, 328, A51
Weisberg, Alan, 327

Welcome to the Monkey House (Kurt Vonnegut) , 66
Welfare Reform Act, A109

Wellstone, Paul, 415-416

We Must Take Charge, 298

Wertsch, James, A62

Wesleyan University, 4

Western, Richard, 437

Western Behavioral Sciences Institute, 111

Western Reserve University, 4

Westinghouse Learning Corp., 156

Weyrich, Paul, 338

What Is Religion and Other Student Questions (Henry S.

Pritchett), 8
"What Is the Market Model?", 291-292
"What Other Communities Are Doing, National Educational

Goal #1," 300
What Work Requires of Schools (SCANS), 450n
What Works in Education, A152

"When Is Assessment Really Assessment?" (Cynthia Weath-
erly), 452n, A44-51

"When Johnny Takes the Test: How Your Child Is Identified
and Tracked to the National Data Bank — and Beyond"
(Melanie Fields, Anita Hoge, Sarah Leslie), 451n

While You Slept: Our Tragedy in Asia and Who Made It (John
Flynn), 44

White, William S., 176

White House Conference on Education (1955), 52, 59
White House Conference on the Industrial World, 112
White House Workshop on Choice in Education (1989),
299-300

"White Paper" (U.S. Dept. of Education), 298
Whitla, Janet, 290
Whitman, Christine, 430-431
Whitmore, Kay R., A112
Whittle, Chris, 297-298

"Who'll Teach Kids Right from Wrong— The Character Edu-
cation Movement Thinks the Answer Is the Schools,"
351-352

"Who's In, Who's Out," 99

Who's Who in America, 142

"whole child," 2

Whole language, 270, 325-326, A93-94

versus Direct Instruction, A129-130

versus phonics instruction, A62

set up to fail, 387
Whole Language/OBE Fraud (The) (Samuel Blumenfeld), 6,
A57-64

"Why Not Adopt China's Population Goals?", 104
"Why the Education Department Must Go" (Gordon S. Jones),
350

Why Things Are the Way They Are (Erica Carle), 53n

"Why We Went for Micros and What Our Community Had to

Say about It" (Billy Reagan), 174
"Widely Mixed Test Results Leave Some in Kentucky Puzzled"

(Lonnie Harp), 316
Wiggins, Grant, 344-345
Wilbert, Karl-Jurgen, xx

1-48

Wilhelm, Georg, xvii

Wilkinson, Bruce, 367-368

Will-Burt Company, 344

William Alanson White Memorial Lectures, 36

Williams, Brian, 447

Williams, Ken, 414

Williamsburg Charter, 377, 419

"Will Republicans Betray America by Voting for Marc Tucker's
Human Resources Development System: H.R. 1617 and
S. 143?" (Samuel Blumenfeld), A72-80

Wilson, Doug, 437

Wilson, Iva, 344

Wilson, Woodrow (President), 12, 47

Winger, Jeri J., 176

Winslow, C.E.A., 42

Wirtz, Willard, 128, 177-179, 244

Wisconsin Policy Research Institute, 437

Wolf, Richard M., A48

Woman's Opportunities in Christian Industry and Business (A)

(Henry S. Pritchett), 8
Wood, John T., 43
Wood, Regna Lee, 307
Woodson, Robert, Sr., 377
Woolfolk, Peter, 404

Workforce Development Act of 1995 (S. 143), 370, A72-75
Workforce Development Partnership, A79
Workforce Investment Act (H.R. 1385), 415-416
"Workforce Investment Act Puts America on Road to Fascism —
Hillary's Global Village and the New World Order Are
Officially Instituted by Congress" (Jim Day), 415
workforce training, 190, 387, 431, 438. See also school-to-
work

Working Brain (The) (Alexandr Luria), 248

Working Conference on Information Technology in Education

Management (ITEM), 409
"Work World 2000: An International Strategy for School-to-

Work Transitions," 360
World Affairs Council of Philadelphia (The), 132
World Ahead (The): A Look at Business in 1990, 112
World Bank, 219-220, 269, 390, A51, A74

and International Loan Agreement guidelines, 400
"World Class Education," 275

"World Class Schools and the Social Studies" (Cordell Sven-

galis), 275-277
World Conference on Education for All, 269-270, 283, 289
World Core Curriculum (Robert Muller), 25, 54n, 260
World Council of Churches, 33, 205
World Council on Gifted and Talented Children, 152-153
"World Declaration on Education for All," 269-270
World Education, Inc., 290
World Education Association, 18
World Education for All Forum Secretariat, 450n
World Federation of Education Associations (WFEA), 13-14
World Future Society, A24
World Health Organization, xix, 36, 42

World Institute for Computer- Assisted Teaching (WICAT),
213

World of Mankind, xvi
World Survey of Education, 99
World War I, 47
World War II, 28, 35, 143, 151

program for "just and durable" peace after, 32-33
Wormser, Renee A., 48
Wright, Linus, 299

WT. Grant Foundation's Commission on Work, Family, and

Citizenship, 250
Wu, Hei-tak, 99

Wundt, Wilhelm, 1, 2, 4, 89, 121
Wyman, Thomas H., 176
Wyoming, 128

X

Xerox Corporation, 255, 269

Y

Yale Bush Center, 443

Yale University, 42, 46, A60-61

Yeany, Russell, 425

year-round schools, 85, 155, 443, 448

Yivisaker, Paul, 303

yoga, 248, 340

Young Communist League, 31, 50
Young Parents Alert, 14-15

"Young People Are Getting Dumber" (David Hawkins),
105-106

Youth Community Service Program, 347
Ysseldyke, James E., 311

z

Zanotti, David, 252

Zeitlin, Morris, 134

Zeyden, Louis, A27

Zienau, Nick, 292-294, 312-313

Zienau Consulting, 313

Zorinsky, Edward, 200